Policy, actors and implementation: an analysis of special education service
This article analyzes the specific features of Special Education Service (AEE) in Brazil and its organization in the São Paulo state education system based on its implementation in a public school in the National Special Education Policy from the perspective of Inclusive Education. The study used a...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | Brasil |
| Institution: | Fundação Carlos Chagas (FCC) |
| Repository: | Estudos em Avaliação Educacional |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/5751 |
| Online Access: | https://publicacoes.fcc.org.br/eae/article/view/5751 |
| Access Level: | Open access |
| Keyword: | Políticas Públicas Educação Especial Educação Inclusiva Atendimento Educacional Especializado Educación Especial Educación Inclusiva Atendimiento Educacional Especializado Public Policy Special Education Inclusive Education Special Education Service |
| Summary: | This article analyzes the specific features of Special Education Service (AEE) in Brazil and its organization in the São Paulo state education system based on its implementation in a public school in the National Special Education Policy from the perspective of Inclusive Education. The study used a qualitative intervention approach in three phases: 1) observation of pedagogical practices in the AEE and in the regular classroom; 2) interviews with two teachers who collaborated with the study; and 3) intervention in the regular classroom through the Project Methodology. We concluded that the policy was being implemented in the context of special education; however, the segregation of school spaces hindered an inclusive and collaborative pedagogical work between the professionals involved. |
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