Special Education Policy and the Challenges of an Inclusive Perspective
This article analyzes the meanings of the document National Policy on Special Education in the Perspective of Inclusive Education (2008) and its relevance for the definition of directions for disabled students’ schooling in Brazil in the last ten years. It highlights the centrality conferred by the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:seer.ufrgs.br:article/84853 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/84853 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Especial Educação Inclusiva Atendimento Educacional Especializado Política Educacional Psicanálise Special Education Inclusive Education Specialized Educational Assistance Educational Policies Psychoanalysis |
| Sumario: | This article analyzes the meanings of the document National Policy on Special Education in the Perspective of Inclusive Education (2008) and its relevance for the definition of directions for disabled students’ schooling in Brazil in the last ten years. It highlights the centrality conferred by the Policy on Specialized Educational Assistance (SEA), as a complement and/or supplement to common education, in the process of school inclusion. Therefore, it is proposed a dialogue with the psychoanalytic discourse, in order to problematize the place attributed to SEA in this context, as well as the persistence of segregating movements, which insist on enrolling even if the political orientation proposes an inclusive education. |
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