COMISSÃO ESPECIAL DA POLÍTICA NACIONAL PARA PESSOAS COM AUTISMO (PL 3080/20)

that Thank you very much. because of the COVID. I would like to thank the deputy people watching the table as also nominated for virtual participation. I can quickly make my I'm a white man with hair and hair. and and yellow hair, and hair, and hair, I use the black and I'm talking here of a room with a window behind. boom I wanted to say that I'm talking from the Directorate of Institutional Relations here at the National Secretariat the rights of the person with the science and of the Ministry of Human Rights and Human Rights to say that our attribution and our action on this topic he is not a contribution within the political policy, our director Alexander Maculunga, who is from MEC, who will make this discussion, but it is just the guarantee that this policy is in conformity with our instruments, especially the Convenience on the Excellency and Pessoal with Deficience, our Brazilian Lei of Inclusions. So, it's a partir of this reference that I will organize my intervention in this audience public, talking about the issue of inclusion social and escolar, infancy and adolescence. that is the social model of deficiency. So this model is the model the impediments in interaction with barriers can destroy full participation and effective people in society, people with disabilities. So it's important to reinforce this point of part, because it's a part of which our secretariat structure its action, so as the law of inclusion, which will just internalize the dimension of the convening of the state-of-the-art constitution, and that will bring, then, the understanding of that it is a state of the state, the state of the state, of these barriers and the promotion of equality for communities. So, it's very important to say that all the political public education has been built and built by these principles, and these are, then, the main marks that orient the work of our the legislative advance, we still have a whole difficulties, situations with children and adolescents, with a disorder of autism, within this of life and that, therefore, your experiences need to be analyzed, of these marks, of this social model within the school environment, and not as an individual expression, but with a dimension social experience of a person with a deficiency, that is just this interaction with barriers and what this destroys, creates difficulties for the day-to-day inclusion, but also for the school life. So, education inclusively is for us It's a very good thing. and the law of our act. And that the Convenience determines that the states ensure a educational system, including in all levels. So this is, therefore, the idea of inclusion it is not a parallel policy, but it is a fundamental structure, from which the educational system should be built and build their actions. So, when we're going to talk about this dialogue in this special commission about the project EBE 3080, to say that he brings some contributions regarding demands that are concrete, for the public people with TEA, and we can highlight here the support of the school planning and finalized planning, the qualification of the professional support of the school support, the explicitization of the need of an articulation between education, health and a set of policies, and that All these points They also are elements that deal with instruments and normative which are already present, within our legal system and act of the federal government. It's important to say that the project brings a dialogue with instruments that already exist and keep It's important to have this perspective as operation, so that the work of this Commission can strengthen these directives and improve in the sense of a debate specific to the community. for people with pain. So, to say that a normative parameter of all the convention and all the public policy for this field. is the support for inclusion. from the point of view of the same convention, the LTI, this is a wrong direction. and that the policy should be able to support this individualized support without preventing students from the educational environment. Right. So this means a specialized support, necessarily. The individualization of strategies, and also a permanent reference as a common school environment, with full participation, in all the accessibility conditions. It's just there where we can be the fundamental equation for us a inclusive paradigm and effective. Excessão as directrices, and also to say that there is a set of demands social media, which are being presented in a very consistent way, the movements of people with TEIA, and we have a permanent dialogue here in our ministry, in our secretariat, from the National Council of Interest and Disabilities of Deficiencies, the PUNAT, we are the structure of the federal government, with this characteristic of maintaining this dialogue. which is a space which has produced a discussion at a technical level, as the name of a technical camera, which allows us to understand about how these demands of the movement need to reach the whole of the policies about this segment. So, I think the first point that has come is just the need for the elimination of barriers. because this is the main thing. It includes barriers pedagogical, communication, sensory, and at the end. And this is fundamental to us to talk about the political - See? educational that guarantee the human rights, The second is the capacity-treatment, which is also a demand very recurrent in the field, but also in other fields, and practices that can reduce the commitment of this or the reproduction of the exclusion cycles, even when there is a formal matriculation, We have a dimension of the confrontation of the capacity, which is a permanent task. which is the act of our ministry I've been with the Ministry of Education to strengthen this enfrentamiento. It's a capacity. In third place, the need of an inter-stitucional articulation, There is no possible any policy for people with disabilities to happen in a divorce, of the whole sector policies, education, social assistance, a network of that can act from the directives of the Convention, I have referenced. Yeah. The fourth point is to say that our ministry and also our national council, CONAD, have acted on monitoring these barriers and protecting these rights. It's a with the identification of What are the difficulties in the day? educational And, well... Hey. is to prevent this set of violence and to face this set of barriers. This would be a resumption of the necessary intervention, we understand, to ensure that the educational policy is a It's a very good thing. human rights. I wanted to reference which is a dimension of the convention, which is very little known It's a device the same convention on the rights of people with disabilities, but that is often used, is the idea of reasonable adaptation. and the reasonable It's a dimension, that she says and all the modifications necessary and adequate and that somehow, in a way, are not appropriate or indebido, when required, Caso a caso, to ensure that people with disabilities can have their rights and equality of opportunities. And the Convention goes a little further. when she says that And a recusa the adaptation reasonable, when not the unison proportional, can be considered a kind of violence, preconceito, discriminatory, and the reason of the deficiency, so of the capacity. So it's important, and I wanted to bring this point as a point Let's say, The biggest focus of our intervention that reasonable adaptation creates a space of negotiation, of individualization, which, obviously, should not occur at the limit of educational policies, or the appropriate instruments, like PEI, and others that already go in the direction of individualization, but it is a device available in the convention, and often rarely used in the day-to-day. the difficulties we have to achieve a set of adaptations for to make the lives of people with TEIA and with a lot of deficiencies in general, and a real participation and opportunities in the school environment, in other spaces so important for inclusion. to reinforce. the importance of having the understanding that Brazil has a normative Augusto, aligned with the Convenience and the Brazilian law of inclusion, It's important that this committee can work there, contributions to the strengthening of this implementation and the adjustments in torno of this legislation that is a reference and is quite robust evidentemente, in a continent like ours, with all the challenges of implementation and making it come to people's lives. and that, evidently, this process It is a process that requires an articulation and an improvement of the national policy. to say how we have our Secretary to be at the disposal to collaborate with this debate. They... Eh... with the work of the special commission, thank you for the opportunity. and unfortunately the secretary didn't have been present in this audience, in spite of the previous compromise but I would also like to leave at the disposal of our Secretary for the continuity of work. I apologize for not being able to stay until the end of the audience, because I already had a previous compromise, but our team of the Ministry of Parliamentary, we already have a Caroline Souza. in the plenary at the disposal to receive contributions I would like to thank you again, Presidenta. Thank you very much. Thank you.