CHALLENGES AND PERSPECTIVES FOR THE INCLUSION OF CHILDREN WITH DOWN SYNDROME IN THE MUNICIPAL PUBLIC EDUCATION SYSTEM OF SÃO RAIMUNDO NONATO-PI

Abstract

The educational inclusion of children with Down syndrome remains a challenge for education systems, despite legislative advances and discussions on inclusive education in Brazil. In this sense, this article results from a study that aimed to analyze the challenges and perspectives of the inclusion of children with Down syndrome in the public school system of the municipality of São Raimundo Nonato-PI, based on the perceptions of managers and teachers who work directly with these students. The research adopted a qualitative approach, of an exploratory and descriptive nature, developed through a field study, using semi-structured interviews with four teachers and three managers from the municipal public school system. The data were analyzed using content analysis techniques. The results indicate that, although participants recognize the importance of school inclusion, structural and institutional barriers persist, such as precarious schools, lack of teaching materials, lack of teacher training, and ableist manifestations. Despite this, professionals seek to develop adapted pedagogical strategies to promote student participation. It is concluded that achieving inclusion requires investments in infrastructure, teacher training, and institutional support.