A contribuição dos princípios da participação, da solidariedade e da eficiência na formulação de políticas públicas municipais na educação infantil e no ensino fundamental para deficiente mentais

Abstract

The mental deficients are sensible minority social group in the brazilian society, consisting their education in answer that needs to be given with priority, confeering effectiveness to their constitucional right to equality. It is important because only a minimum academic knowledge makes possible the person to perceive the importance to know and to demand their rights. In this direction, in Brazil, according to Constitution of the Republic of 1988, for the education of the deficient one, in general, and of mental deficient, in specific, is delineated their inclusion as primordial goal. It means to say: this goal searchs to bring the mental deficient to the classrooms of regular education, integrating him with the not mental deficient pupils. However, it is opportune to point out that the paradigm of the educational inclusion is not incompatible or, even, it excuses a specialized attendance for the mental deficient. So that, the mental deficient one must be taken care of, in the educational sphere, in the same space that the non mental deficient pupils are, but receiving, whenever necessary, specialized attendance compatible with its necessities and potentialities. It is the intent of the Constitution of the Republic of 1988 when it drew the constitucional law to the equality, in educational sphere, of this social grouping. In this step, the Cities possess important rule in the achievement of this goal, especially in what it refers to the infantile education and basic education, therefore this are its specific orbit of performance. So that, the problem of the present inquiry consists on investigate in which measure the principles of the participation, solidarity and the efficiency can contribute in the formularization of public politics, for the Cities, for the infantile education and the basic education of mental deficient ones. It is understood that in the formularization of public politics to take care of this matter, the municipality must act in accordance to this principles, in order to give full achievement to an efficient education for the mental deficient one, that guarantees their right to the equality. So that, the present inquiry started itself from the analysis of sociological and philosophical concepts, such as alterity and antietnocentrism, to jump on the research of the education as a mental deficient one´s basic right, in order to appreciate the inclusive education as the preferential instrument elect for the Constitution of the Republic of 1988. For last, the study inclines itself, specifically, to the inquiring how each principle contributes for the formularization of the educational public politics for mental deficient ones.