Políticas públicas de educação inclusiva nas escolas & jovens estudantes LGBTQI+

Abstract

Discriminated, marginalized and excluded, LGBTQI+ people have been suffering over the years from the denial of their rights, social exclusions and exclusions also in the area of Education. Despite being confused or reduced to the notion of special education, inclusive education is intended for all people. Public policies are created with the aim of seeking to overcome social problems of all citizens and also of people who identify as LGBTQI+. To investigate the inclusion of these LGBTQI+ students over the years, we investigated how public education policies created from 1996 to 2019 present and contribute to such issues. This qualitative research aimed to investigate the relationship between public policies on inclusive education and the evasion/permanence of young LGBTQI+ students. It was carried out through a bibliographic research and document analysis. We carried out a mapping and identification of these public policies from 1996 to 2019 and analyzed them in dialogue with the academic literature and data from the Brazilian educational reality. The analysis took place through official documents of public policies of inclusive education. For the document analysis, we adopted four main questions, namely: “What is the purpose of the document?”, “Is the acronym LGBTQI+ being contemplated? Does it include all of the group?”, “How does this document relate to school education?” and “Does the document relate to inclusive education?”. We found a discontinuity in public education policies related to LGBTQI+ students and their inclusion. We also note the lack, little amount of data representing the school dropout of LGBTQI+ students. We conclude that along with current governmental issues, the lack of continuity of public education policies contributes to a series of factors that allow discrimination and exclusion of these students, thus favoring their school dropout.