Article

Felipe Augusto Barbosa; Silvia Renata de Oliveira Santos

DOI: 10.22167/2675-6528-2026M02

Article prepared by the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute focused on synthesis and writing.

Abstract

The research analyzed the presence and quality of actions aimed at the inclusion of students with Global Developmental Disorders (GDD) in the Multi-Year Management Plans (PPGs) of nine State Technical Schools (Etecs) in São Paulo. The study aimed to investigate the extent to which the PPGs of these technical education schools guarantee the right of students with GDD to education, promoting their participation and learning in common teaching environments. A qualitative approach was adopted, with comparative documentary analysis, guided by ten thematic criteria related to school inclusion, which included curricular adaptation, support networks, specific support, regular teacher integration, continuing education, and social interaction. The results revealed that none of the schools fully met all the established criteria. It was found that inclusion in the analyzed PPGs remained restricted to the declarative level, showing weaknesses in the definition of practical actions, measurable goals, and monitoring strategies. It was concluded that the effective implementation of inclusion in Etecs requires greater detail in management documents, intersectoral articulation, and community engagement, aiming to transform normative statements into daily practices capable of ensuring learning, participation, and development for students with GDD. Keywords: Diversity; Inclusive education; Professional education; Educational management; Public policies.

1. Introduction

The consolidation of a truly inclusive education represents one of the main challenges of educational public policies in Brazil. Ensuring the right to access, permanence, participation, and learning for all students, especially those with Global Developmental Disorders (GDD), is a commitment assumed by fundamental legislation. Among them, the Federal Constitution of 1988, the Law of Directives and Bases of National Education (Law No. 9,394/1996), the National Policy of Special Education in the Perspective of Inclusive Education (2008), and the Brazilian Law on Inclusion of Persons with Disabilities (Law No. 13,146/2015) stand out. These legal frameworks establish the foundations for an educational system that values diversity and equity.

Despite this legal framework, students with ASD, a group that includes conditions such as autism, face significant barriers. These go beyond physical accessibility, encompassing inflexible pedagogical practices, lack of support resources, and insufficient specific teacher training (Mendes, 2006; Oliveira & Prieto, 2020). Inclusion, according to Mantoan (2003), requires a profound restructuring of school conceptions, replacing exclusionary logics with practices that recognize diversity as a central value. Learning, in this context, is seen as the formation of neural connections that are shaped by experiences, and brain plasticity allows for adaptation to new learning throughout life (Cosenza & Guerra, 2011; Ohlweiler et al., 2016).

In this scenario, school management planning assumes a central role, acting as a link between the legal principles of inclusion and their pedagogical implementation. The Multi-Year Management Plans (PPGs) are configured as strategic documents for the implementation of inclusive actions, as they express the conception of education, the pedagogical guidelines, and the institutional commitments of each school. As Veiga (2014) highlights, the political-pedagogical project, and in the case of Etecs, the PPG, translates institutional choices, defining objectives and strategies that reveal the school’s commitment to diversity. A democratic and participatory management, involving teachers, students, and families, favors the construction of collaborative and inclusive practices, essential to guarantee the access, permanence, and development of all students, including those with ASD.

The State Technical Schools (Etecs), linked to the Paula Souza State Center for Technological Education (CEETEPS), play an essential role in technical and secondary education in São Paulo. To make inclusion effective, Center Paula Souza regulations, such as the Common Regulations and Deliberation No. 87/2022, establish that its pedagogical actions must observe legal guidelines and guarantee specialized support. CEETEPS reports indicate that, between 2011 and 2015, the support for students with ASD quintupled, with effective assistance. These advances align with the National Policy on Special Education (2008), which guides the mainstreaming of inclusion and intersectoral articulation. Additionally, Decree No. 57.379, of October 13, 2016, from the city of São Paulo, defines guidelines for the educational support of students with ASD, based on the International Convention on the Rights of Persons with Disabilities.

Despite legislative and conceptual advances, there is still a gap between legal guidelines and school practices. São Paulo’s Etecs, although recognized for their academic performance, do not always demonstrate the same commitment to educational equity for students with ASD. Studies analyzing the PPGs of these institutions from an inclusion perspective are scarce, highlighting the need to investigate whether inclusive principles are indeed present in these documents or if they remain merely in discourse. The analysis of PPGs in light of inclusive criteria allows for the revelation of omissions, contradictions, and good practices, providing subsidies for the construction of more effective and truly inclusive educational policies.

Therefore, this study is justified by the relevance of the PPG as a guiding document for pedagogical practice and by the need to verify to what extent it formalizes the right to inclusive education provided for in Brazilian legislation. The objective of this work is to investigate to what extent the Multi-Year Plans of technical education schools guarantee the right of students with Global Developmental Disorders to education, promoting participation and learning in common teaching environments.

2. Material and Methods

The research adopted a qualitative nature and was based on documentary research, with an applied focus, in line with the premises of Gil (2019). The choice of the qualitative approach was justified by the complexity and subjectivity of the object analyzed, seeking to identify the presence of themes and proposals related to inclusion, rather than merely quantifying them.

As a theoretical-methodological framework, the perspective of democratic construction of school projects was used, focusing on the promotion of inclusive pedagogical practices. This perspective guided the analysis regarding the presence of devices aimed at attending to students with Global Developmental Disorders (GDD) in the investigated documents.

The empirical object of the study consisted of the Multi-Year Management Plans (PPGs) of nine State Technical Schools (Etecs) located in the city of São Paulo. The selection of these units was carried out from a universe of 39 Etecs in the capital of São Paulo. The selection criterion was based on the schools’ performance level, categorized as high, medium, and low, according to the average scores of the National High School Exam (ENEM) of 2020, obtained from the Evolucional platform.

The data collection instrument used was documentary analysis, which, according to Flick (2009), allows for the investigation and analysis of data from distinct documentary sources, favoring the construction of a broad scenario about the object studied. The PPGs were obtained between April and June 2025, through consultation of public repositories from the State Secretariat of Education or the institutional websites of the educational units themselves. Only documents with validity dates between the years 2019 and 2028 were considered.

In addition to the Graduate Programs, institutional public documents were investigated, serving as normative and conceptual basis for the analysis. These included the Federal Constitution of 1988, the Law of Directives and Bases of National Education (Law nº 9.394/1996), the National Policy of Special Education from the Perspective of Inclusive Education (2008), the Brazilian Law of Inclusion of Persons with Disabilities (Law nº 13.146/2015), the Common Regulations and Deliberation nº 87/2022 of the Centro Paula Souza, and Decree nº 57.379, of October 13, 2016, from the city of São Paulo. The document analysis took place between June and July 2025.

The data analysis technique was documentary analysis, according to Lüdke and André (1986) and Bardin (2011), involving reading, interpretation, classification, and categorization of the material. Content analysis was adopted, which, according to Bardin (1977), seeks to reveal the meaning of the messages contained in the texts. The analysis was guided by ten thematic categories related to school inclusion, which included curricular adaptation, support networks, specific didactic support, integration of the regular teacher, cooperative projects, continuing education, reflection and resizing, adapted evaluation method, informative actions, and monitoring of social interaction.

Each category of analysis was evaluated in the documents based on a qualitative scale composed of three levels: “Fully Meets” (AT), assigned when the document fully contemplated or met the criteria; “Partially Meets” (AP), when the document partially met them; and “Does Not Meet” (NA), when the document did not present any of the established evaluation criteria. The corresponding excerpts were extracted, systematized, and organized into comparative tables, allowing for the identification of patterns and gaps.

3. Results and Discussion

This section addresses the research results and discussion, which investigated the presence and quality of actions aimed at the inclusion of students with Global Developmental Disorders (GDD) in the Multi-Year Management Plans (PPGs) of nine State Technical Schools (Etecs) in São Paulo. Initially, the understanding of learning and associated disorders, fundamental for the discussion of inclusion, is contextualized. Neuropsychology and neuroscience indicate that learning is established through synaptic connections, shaped by individual experiences (Cosenza & Guerra, 2011). Brain plasticity, the brain’s ability to adapt to new learning, persists throughout life, including in adults and the elderly (Ohlweiler et al., 2016).

Learning, from Fonseca’s (2011) perspective, involves the modification of behavior that develops with practice and exposure, depending on the efficiency of synaptic networks. Individuals with ASD may present specific difficulties in areas such as oral language, reading, writing, or logical reasoning, resulting from alterations in the central nervous system, or aggravated by environmental factors (Ohlweiler et al., 2016). However, the learning capacity in individuals with atypical development remains preserved, and with adequate pedagogical support, specialized strategies, and continuous stimuli, these students can develop relevant skills, driven by neuroplasticity.

The Multi-Year Management Plan (PPG) is a strategic document that reflects the school’s commitment to inclusive education, especially for students with ASD. The Federal Constitution of 1988 and the Law of Directives and Bases of National Education (Law No. 9,394/1996) establish equality of access and permanence, in addition to democratic management, as pillars for inclusive school policies. The PPG, by operationalizing the Political-Pedagogical Project within the context of Etecs, must incorporate guidelines that ensure the right to learning for all students, including those with ASD (Drago, 2019). It acts as a thermometer of the school’s commitment to truly democratic pedagogical practices, which break with standardized and exclusionary models (Veiga, 2014).

The analysis of the Postgraduate Programs (PPGs) from the nine selected Etecs, categorized by their performance in the 2020 National High School Exam (ENEM), revealed a scenario of weaknesses in the implementation of inclusion. The schools were divided into groups of high (ETEC A1, A2, A3), medium (ETEC B1, B2, B3), and low performance (ETEC C1, C2, C3), with average scores ranging from 652.34 to 505.94. The investigation used ten qualitative analysis criteria to evaluate the inclusion of students with ASD, as detailed in the methodology. The results indicate that none of the schools fully met all criteria, and most presented partial fulfillment or absence of mention of inclusive actions. Curricular Adaptation

Curricular adaptation is a fundamental pillar for school inclusion, as foreseen in the Federal Constitution of 1988, in the Law of Directives and Bases of National Education (Law nº 9.394/1996), in the National Policy of Special Education in the Perspective of Inclusive Education (2008), and in the Brazilian Law of Inclusion (Law nº 13.146/2015). These regulations require flexible curricula that are sensitive to the singularities of students, with accessible resources and methodologies. The provision of curricular adaptation mechanisms in the Etecs’ PPGs, such as content simplification strategies or activity flexibilization, is crucial to reduce barriers and favor the learning of students with ASD, valuing their individual achievements and respecting their trajectories.

The analysis of the PPGs revealed that six of the nine Etecs (A1, A2, A3, B1, B3, and C3) partially meet the incorporation of curricular adaptation guidelines. These schools make generic references to the need to respect diversity or adjust practices, but without detailing concrete strategies for flexibility in content, methodologies, or assessments. The remaining three Etecs (B2, C1, and C2) do not present any mention of the topic. This superficiality and absence of clear guidelines in the documents distance the Etecs from legal orientations and academic literature, which point to the centrality of adaptations to avoid exclusion or school failure (Mantoan, 2006; Mittler, 2003), indicating that curricular adaptation remains a critical point in the PPGs. Support Networks

The establishment of a school support network is one of the pillars of inclusion, as established by the Federal Constitution of 1988 and the Law of Directives and Bases of National Education (Law No. 9,394/1996). Resolution CNE/CEB No. 4/2009 and the Brazilian Inclusion Law (Law No. 13,146/2015) reinforce the importance of intersectoral partnerships with bodies such as the Psychosocial Care Center (CAPS) and the Center for Training and Support for Inclusion (CEFAI), as well as NGOs and secretariats. This articulation guarantees material and human resources, as well as interdisciplinary strategies that promote the integral development of students with ASD, expanding their permanence, learning, and social coexistence.

However, the analysis of the PPGs of the nine Etecs investigated revealed that none of them meet the criterion of a support network. The absence of organized support networks in the documents compromises the effectiveness of inclusive policies, restricting the responsibility for inclusion to the school environment, without the necessary external support. Studies such as those by Muto et al. (2021) and UNESCO (2023) highlight that intersectoral articulation is fundamental to overcoming barriers and consolidating inclusive practices. The lack of this perspective in the analyzed PPGs demonstrates a detachment from legal and academic guidelines, leaving open an essential pillar for the integral development of students with ASD (Oliveira & Pedro, 2024). Specific Support

Specific support is a central condition for the inclusive function of the school, requiring pedagogical and human resources adapted to the singularities of each student. The Brazilian Inclusion Law (Law No. 13.146/2015) and Decree No. 57.379/2016 emphasize the need for specialized professionals, assistive technologies, and individualized strategies for students who are the target audience of special education. These instruments include the mediation of trained professionals to meet the specificities of students with ASD, ensuring their academic and social development. Inclusion is realized when the school guarantees adequate programs, services, and support, adapted to the unique needs of each student (Lyra & Souper, 2021).

The analysis of the PPGs showed that only the one from ETEC A1 partially meets the incorporation of guidelines that ensure specific didactic support. The other Etecs investigated do not meet this criterion. This partial provision, observed in only one of the schools, shows that the commitment to specific support is still incipient. The lack of detail on human, technological, and pedagogical resources in the PPGs indicates that inclusion remains at a declarative level, without converting into effective policies. Specialized Educational Support (AEE), according to Florencio (2021), is a crucial institutional tool, but its partial provision reveals a challenge not yet consolidated to ensure real learning conditions for students with ASD. Integration of the Regular Teacher

The integration of the regular classroom teacher as co-responsible for inclusion is a point widely reinforced by educational literature and national regulations, such as the Law of Directives and Bases of National Education (Law nº 9.394/1996) and the National Policy for Special Education in the Perspective of Inclusive Education (2008). Inclusive education is effectively carried out in the common learning space, with the regular teacher acting as a protagonist in the adaptation of practices and content (Mantoan, 2006). This co-responsibility between specialist and regular teachers in pedagogical planning ensures that curricular content is adapted and accessible, preserving the students’ space for coexistence and socialization.

The results of the PPG analysis demonstrate that six Etecs (A1, A2, A3, B1, B3, and C3) partially mention the criterion of integration of the regular teacher, with generic references that lack clarity regarding practical application. Etecs B2, C1, and C2 do not present any mention of the topic. This superficiality in the mentions indicates that, in a large part of the Etecs, the integration of the regular teacher is not yet assumed as a structuring principle for inclusion. Florencio (2021) emphasizes that AEE does not replace the regular teacher’s performance, but should occur in articulation with them. The absence of a clear commitment in the PPGs prevents inclusion from advancing beyond isolated initiatives (Lyra & Souper, 2021). Cooperative Projects

Cooperative projects are fundamental to transforming the school into a space for inclusive coexistence, where learning is also built through social relationships. The Federal Constitution of 1988 establishes preparation for citizenship as a duty of education, and the Brazilian Law of Inclusion (Law No. 13.146/2015) reinforces the need to promote the social participation of people with disabilities in all environments. Mittler (2003) argues that the inclusive process is strengthened by cooperation among peers, creating opportunities for interaction and solidarity between students with and without disabilities. This perspective shifts the focus from individualized care to a broader practice, in which the school community becomes co-responsible for the student’s integral development.

The analysis of the Etecs’ Multiannual Management Plans (PPGs) revealed that none of the investigated schools meet the criterion of cooperative projects. This absence represents a significant gap between what is provided for by law and institutional practice, compromising the inclusive potential of the PPGs. Literature indicates that well-structured partnerships broaden students’ repertoire of experiences and strengthen the support network that sustains inclusion (Boniatti et al., 2025). The lack of initiatives that articulate school, family, public bodies, and the community prevents the inclusive process from advancing beyond the classroom, weakening the construction of social bonds and belonging. Continuing Education

Continuing education is one of the key elements for the implementation of inclusive education in practice. The Law of Directives and Bases of National Education (Law nº 9.394/1996), the National Policy of Special Education in the Perspective of Inclusive Education (2008), and the Brazilian Law of Inclusion (Law nº 13.146/2015) emphasize the mandatory nature of permanent training for teachers and other members of the school community. This training aims to raise awareness and prepare educators to understand diversity and adopt inclusive pedagogical strategies, going beyond the mere transmission of techniques. Investing in continuing education is not just fulfilling a legal requirement, but consolidating an educational project capable of transforming the school into a democratic and inclusive space.

The analysis of the Etecs PPGs indicates that all schools mention continuing education, but in a generic way, without detailing mechanisms, periodicity, or implementation strategies. This shows partial adherence to the criterion. Sponchiado (2020) reinforces that permanent education has the potential to transform inclusive discourse into concrete practice, provided it is structured in a continuous and critical manner. The absence of specific references in the PPGs limits the construction of spaces for collective reflection and experience sharing, which are fundamental for teachers to reframe their performance in the face of diversity. Thus, the superficial approach demonstrates that the category is not consolidated in the institutional documents. Reflections and Redimensioning

The permanent reflection and resizing of school practice are indispensable in a pedagogical project that seeks inclusion. The Federal Constitution of 1988 ensures education as a social right, and the Law of Directives and Bases (Law nº 9.394/1996) provides for institutional evaluation and pedagogical autonomy, allowing for continuous adjustments. Deliberation CEETEPS nº 87/2022 reinforces the need for constant updating of management documents so that they encompass the realities of the school community. This review process is not a mere formalism, but aims to ensure that the school keeps pace with social transformations and responds to the specificities of its students, especially those with ASD.

In the Multi-Year Management Plans (PPGs) of Etecs, the provision of mechanisms for continuous evaluation and resizing reflects a stance of institutional responsibility in the face of diversity. However, all schools partially meet this category. The inclusion of moments for critical analysis, periodic reviews, and spaces for listening to the school community, although present, lack further detail. This practice allows for errors to be corrected and strategies to be improved (BRASIL, 1996; CEETEPS, 2022; VEIGA, 2001; LIBÂNEO, 2012), but the partial approach in the PPGs indicates that resizing, although recognized, has not yet manifested with the depth necessary for a full institutional transformation. Evaluative Method

The evaluative method plays a central role in building an inclusive school, as it is not limited to measuring results, but to recognizing learning processes. The Law of Directives and Bases of National Education (Law nº 9.394/1996) establishes that evaluation must be continuous and cumulative, considering the student’s development in different dimensions. This conception dialogues with the Brazilian Law of Inclusion (Law nº 13.146/2015), which requires evaluative practices capable of respecting the specific conditions of students who are the target audience of special education, valuing their achievements and promoting progress. The inclusive evaluative method acts as an instrument for promotion, enabling students with ASD to be recognized in their uniqueness and have opportunities for progress.

Regarding this category, the PPGs of Etecs A1 and B1 fully meet the incorporation of guidelines that ensure adapted evaluative methods. The other Etecs, however, partially meet the criterion. The definition of clear guidelines for the evaluative method in PPGs represents an ethical commitment to school diversity. The reorganization of this process must include adaptations ranging from flexible deadlines to the valorization of individual progress, so as not to exclude or marginalize students with ASD (BRAZIL, 2015; BRAZIL, 2008; BRAZIL, 2009; MITTLER, 2003; MANTOAN, 2006). When the PPG guides differentiated evaluative practices, it strengthens the social function of the school as a space of welcome and equity. Informative Actions

Informative actions directed at the faculty represent a strategic point of the inclusion policy, as they ensure that teachers have access to the particularities of students and can adjust their practices consciously. The National Policy for Special Education in the Perspective of Inclusive Education (2008) foresees that training and the circulation of information are essential for pedagogical planning. Likewise, the Brazilian Law of Inclusion (Law No. 13.146/2015) determines that the educational system adopts accessibility measures, including clear communication about the specific needs of students. When the school promotes consistent information about students with ASD, it creates conditions for the faculty to act in a preventive and inclusive manner, avoiding improvisations or exclusionary practices.

The analysis of the Etecs’ Multiannual Management Plans (PPGs) reveals that there are no records of systematic informative actions aimed at the teaching staff regarding the specificities of students with ASD. None of the Etecs meet this criterion. This absence is concerning, as the literature shows that the circulation of clear and organized information is a fundamental condition for the effective implementation of inclusion. Muto et al. (2021) reinforce that documents such as the Individualized Education Program (IEP) fulfill the function of recording, communicating, and guiding personalized pedagogical practices. The non-existence of institutionalized informative actions can contribute to fragmented pedagogical practices, hindering the construction of an effectively inclusive and democratic school. Social Interaction

Social interaction is an essential dimension of inclusive education, as it goes beyond classroom access and involves the student’s full participation in all school spaces. The Federal Constitution of 1988, in Article 3, ensures the promotion of the well-being of all without discrimination, a principle reinforced by the Brazilian Inclusion Law (Law No. 13.146/2015). This law determines measures to prevent exclusionary practices and ensure coexistence on equal terms. Authors such as Mittler (2003) highlight that inclusion is strengthened in daily interactions, where diversity is recognized as an opportunity for mutual learning. Monitoring student relationships becomes essential for the school to identify and combat situations of prejudice, isolation, or violence.

Regarding the social interaction category, none of the Etecs investigated meet the analyzed criterion. The absence of mentions of social interaction in the Etecs’ PPGs reveals a significant gap in the treatment of inclusion. Schmidt (2008) points out that socialization constitutes one of the greatest challenges and, at the same time, one of the greatest learning opportunities for students with ASD. Research shows that group coexistence enhances cognitive, interaction, and communication skills. The non-recognition of this aspect in institutional documents may compromise the construction of more democratic and inclusive school environments. The promotion of strategies focused on social interaction, such as integrating activities and peer mediation, is not optional, but an institutional duty.

In summary, the analysis of the Etecs’ Multiannual Management Plans revealed that the inclusion of students with Global Developmental Disorders (GDD), although present in institutional discourse, is not yet consolidated as a structuring principle. The analyzed documents presented inclusion in a fragmented manner, without the necessary detail and clarity to transform intentions into effective practices. The presence of only partially met criteria, added to the significant number of categories not contemplated, exposes a scenario where inclusion remains more of a rhetorical commitment than an action policy. The absence of support networks and strategies to monitor social interaction, for example, makes crucial challenges for students with GDD invisible, perpetuating barriers that prevent the full exercise of the right to learn. The superficiality of the actions planned in cases of partial support weakens the role of the PPGs as management documents, as they do not provide sufficient subsidies to guide consistent pedagogical practices nor allow for the evaluation of the effectiveness of initiatives over time. This scenario highlights the need for a review of the PPGs, with detailed concrete actions, provision of verifiable goals, and strengthening of the articulation between teachers, managers, families, and the community, so that inclusion ceases to be the school’s isolated responsibility and becomes a collective commitment, ensuring learning, participation, and development for students with GDD.

4. Conclusion

This study investigated the extent to which the Multi-Year Management Plans (PPGs) of State Technical Schools (Etecs) in São Paulo guarantee the right to education for students with Global Developmental Disorders (TGD), promoting their participation and learning in common teaching environments. It was found that, in the nine Etecs analyzed, the inclusion of students with TGD, although present in institutional discourse, was not consolidated as a structuring principle in the PPGs. The results revealed that none of the schools fully met the ten thematic criteria related to school inclusion, such as curricular adaptation, support networks, specific support, regular teacher integration, continuing education, and social interaction. It was found that inclusion remained restricted to the declarative level, with weaknesses in defining practical actions, measurable goals, and monitoring strategies. The absence of support networks and strategies for monitoring social interaction, for example, made crucial challenges invisible, perpetuating barriers to the full exercise of the right to learn. The main contribution of this work lies in highlighting the gap between legal guidelines and documented practices, providing subsidies for the construction of more effective and truly inclusive educational policies.

The superficiality of the planned actions, even in cases of partial attendance, weakened the role of the PPGs as management documents, as they did not guide consistent pedagogical practices nor allow for the evaluation of the effectiveness of the initiatives. A limitation of the study is that the analysis focused on management documents, not encompassing the observation of daily pedagogical practices. For the effective implementation of inclusion in Etecs, it is necessary to revise the PPGs, with greater detail of concrete actions, provision of verifiable goals, and strengthening of the articulation between teachers, managers, families, and the community. It is suggested that future studies investigate the implementation of these policies in the field, observing the practices and direct impacts on the lives of students with ASD. It is urgent to overcome the logic of inclusion restricted to the school space, expanding it to intersectoral work and community engagement, transforming normative statements into daily practices capable of guaranteeing learning, participation, and development for students with ASD.

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Executive summary from the Final Project of the Specialization in School Management of the MBA USP/Esalq

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