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A educação inclusiva das pessoas com transtorno do espectro autista no ordenamento jurídico brasileiro : análise à luz da convenção sobre os direitos das pessoas com deficiência - CDPD
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Resumo(s)
As pessoas com deficiência há muito tempo foram marginalizadas da sociedade, sendo tratadas como pessoas destinada à tratamento médico, incapazes e, por isso, não dignas de serem sujeitos de direitos. A Convenção da ONU sobre os Diretos da Pessoas com Deficiência (CDPD) mudou a forma como essas pessoas devem ser vistas, inclusive mudando a definição de deficiência, definindo-a como barreiras sociais que impõem à sociedade o compromisso de superá-las, a fim de promover inclusão. Nesse sentido, a presente dissertação tem como escopo analisar a efetividade da Educação Inclusiva no Ordenamento Jurídico Brasileiro a partir da CDPD. A partir da Convenção, marco normativo da proteção dos direitos das pessoas com deficiência, foram promulgadas legislações nacionais e constitucionais que reforçaram a garantia do direito à Educação Inclusiva nos ordenamentos jurídicos brasileiro e português. Entretanto, apesar dos avanços legislativos, a inclusão das pessoas com deficiência na sociedade, especialmente com autismo, ainda é baixa, existindo um fosso entre a norma e sua aplicabilidade prática, evidenciada pelo elevado índice de exclusão desse grupo das escolas regulares. Diversas são as justificativas que as instituições de ensino enumeram com objetivo de verem esses indivíduos em espaços segregados, sob o argumento de ambientes mais “adequados”, falta de preparo dos profissionais e capacidade orçamentária para realizar as adaptações razoáveis. A marginalização resultante dessa prática inviabiliza a plena fruição do direito à educação e perpetua desigualdades estruturais. Diante disso, enfatiza-se a necessidade de uma atuação conjunta do Estado e da sociedade para não apenas garantir a eficácia formal desse direito, mas assegurar sua real efetividade, com igualdade de oportunidades. A pesquisa busca entender quais são os enfrentamentos e as barreiras à educação inclusiva, analisando, de maneira comparada, os desafios e os limites dos sistemas jurídicos brasileiro e português e a jurisprudência do Tribunal Europeu dos Direitos Humanos à luz da CDPD.
People with disabilities have long been marginalized, being treated as destined for medical treatment, unable and not worthy to be subject of rights. The UN Convention on the Rights of Persons with Disabilities has changed this view, including changing the definition of disability and compelling society to overcome the barriers in order to promote inclusion. The present dissertation has as scope to analyze the effectiveness of Inclusive Education in the Brazilian Law from the CDPD. Based on the Convention, a normative framework for the protection of the rights of persons with disabilities, national and constitutional laws were enacted that reinforced the guarantee of the right to inclusive education in the Brazilian and Portuguese legal systems. However, despite legislative advances, the inclusion of people with disabilities in the society, especially with autism, is still low, and there is a gap between the standard and its practical applicability, evidenced by the high rate of exclusion of this group from regular schools. There are several justifications that educational institutions list in order to see these individuals in segregated spaces, under the argument of more "appropriate" environments, lack of preparation of professionals and budget capacity to carry out reasonable adaptations. The marginalization resulting from this practice prevents the full enjoyment of the right to education and perpetuates structural inequalities. Therefore, it is emphasized the need for a joint action of the State and society not only to ensure the formal effectiveness of this right, but to ensure its real effectiveness, with equal opportunities. The research seeks to understand what are the confrontations and barriers to inclusive education, analyzing, in a comparative way, the challenges and limits of the Brazilian and Portuguese legal systems and the jurisprudence of the European Court of Human Rights in the light of the CDPD.
People with disabilities have long been marginalized, being treated as destined for medical treatment, unable and not worthy to be subject of rights. The UN Convention on the Rights of Persons with Disabilities has changed this view, including changing the definition of disability and compelling society to overcome the barriers in order to promote inclusion. The present dissertation has as scope to analyze the effectiveness of Inclusive Education in the Brazilian Law from the CDPD. Based on the Convention, a normative framework for the protection of the rights of persons with disabilities, national and constitutional laws were enacted that reinforced the guarantee of the right to inclusive education in the Brazilian and Portuguese legal systems. However, despite legislative advances, the inclusion of people with disabilities in the society, especially with autism, is still low, and there is a gap between the standard and its practical applicability, evidenced by the high rate of exclusion of this group from regular schools. There are several justifications that educational institutions list in order to see these individuals in segregated spaces, under the argument of more "appropriate" environments, lack of preparation of professionals and budget capacity to carry out reasonable adaptations. The marginalization resulting from this practice prevents the full enjoyment of the right to education and perpetuates structural inequalities. Therefore, it is emphasized the need for a joint action of the State and society not only to ensure the formal effectiveness of this right, but to ensure its real effectiveness, with equal opportunities. The research seeks to understand what are the confrontations and barriers to inclusive education, analyzing, in a comparative way, the challenges and limits of the Brazilian and Portuguese legal systems and the jurisprudence of the European Court of Human Rights in the light of the CDPD.
Descrição
Tese de mestrado, Direito e Ciência Jurídica, 2025, Faculdade de Direito, Universidade de Lisboa
Palavras-chave
Educação inclusiva Transtorno do espetro do autismo Ordenamento jurídico Brasil Portugal Teses de mestrado - 2025