National policy of special education in the inclusive education perspective: for a propositive (self) criticism
This essay deals with the National Policy of Special Education in the Inclusive Education Perspective (PNEE-PEI), released in 2008 by the Brazilian federal government, with the purpose of taking a critique of the way it has been implemented in recent years and also presenting possibilities for the r...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade do Oeste de Santa Catarina (UNOESC) |
| Repositorio: | Roteiro (Joaçaba. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.unoesc.edu.br:article/24342 |
| Acceso en línea: | https://periodicos.unoesc.edu.br/roteiro/article/view/24342 |
| Access Level: | acceso abierto |
| Palabra clave: | Política de educação inclusiva Educação Especial Atendimento Educacional Especializado Política de educación inclusiva Educación Especial Servicio Educativo Especializado Inclusive education policy Special education Specialized Educational Service |
| Sumario: | This essay deals with the National Policy of Special Education in the Inclusive Education Perspective (PNEE-PEI), released in 2008 by the Brazilian federal government, with the purpose of taking a critique of the way it has been implemented in recent years and also presenting possibilities for the reformulation of this policy. The extraclass Specialized Educational Attendance model is rejected, defending an inclusive education proposal that incorporates legal provision of diversified services and supports to meet the specificities of the Special Education Target Audience (PAEE). The need to reorganize the common school, specialized teacher training and the participation of special schools in an inclusive educational system is discussed. |
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