10 Years of Special Education Policy in the Perspective of Inclusive Education: Achievements at Risk?

• In Event: 63.015 - Are Inclusive Education Policies at Risk? The Sociopolitical Changes in the Americas

Abstract

In Brazil, in 2008, the federal government launched the National Policy on Special Education in the perspective of Inclusive Education (PNEE-EI) and, with it, a set of political proposals that originated the Specialized Educational Assistance and the implantations of such service in the Brazilian schools. The main focus of these policies was the defense of the common school space for the schooling of students with disabilities, among other aspects. Based on different researches carried out within the scope of the Observatory Laboratory of School Practices (OPE / UDESC) and the Observatory Research Group on Curricular Policies and Inclusive Education (OPEN / UDESC) and from theorists discussing Inclusive Education policies, such as Artiles (2011), Slee (2013), and the construction of policies in school contexts (Ball, 2016), we analyze the way in which curricular and educational policies have been translated to the target audience of Special Education, such as issues related to curriculum flexibilization and large-scale evaluation. In this sense, we discuss the very concept of support models and the implications for the curriculum and the schooling of these subjects in the common classroom. The results of our researches point to a rigid structure of the school curriculum and the low impact of specialized attendance in teaching and learning processes in the classroom, especially in the case of students with intellectual disabilities. We also discuss how inclusive policies diverge from other educational policies that compete for space in the school context and have their capacity to reconstruct the curriculum tarnished by the segmentation of the discourses derived from them. Moreover, in the face of the current conservative agenda, we present how the criticisms of this policy were "incorporated" by the conservative discourse, aiming once again to defend the segregated space as the best alternative for students with disabilities.

Author

• Geovana Mendonça Lunardi Mendes, Unviersidade do Estado de Santa Catarina