Educação Especial na perspectiva da Educação Inclusiva: um estudo sobre as políticas em tempos de pandemia da COVID-19

• Autor(a) principal: Dutra, Verônica Christina Rodrigues
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20155
• topic: Special education; Inclusive education; Educational policies; Policy cycle; Educação especial; Educação inclusiva; Políticas educacionais; Ciclo de políticas; CIENCIAS HUMANAS::EDUCACAO

The COVID-19 pandemic has changed the routine of people around the world. Education needed to adapt to these changes and emergency measures were adopted, classes became remote and virtual meetings. Faced with these changes, access and participation conditions were not the same for all Brazilians, economic discrepancies were a determining factor. In parallel with the adversities arising from the pandemic, we are facing a sensitive political moment. The national political scene was marked by a crisis stigmatized by the principles and behavior of the former president of the republic. Society was divided, on the one hand citizens who believed in science and its guidelines for the prevention of the virus and on the other by a group that denied the existence of COVID-19. This tension penetrated education, creating a clash between federal entities related to actions to continue with the school calendar, generating several obstacles in the proposition of measures that would also make feasible specific proposals in the field of education for students with disabilities. In view of these factors, the general objective of this dissertation is to analyze, from the Policy Cycle approach, the guidelines of Basic Education and Special Education policies from the perspective of Inclusive Education that affected the schooling of students with disabilities in times of pandemic. Through the conceptual tools of the Policy Cycle approach, it was possible to examine the speeches, texts and other elements that indicate that although the federal government has sanctioned normative documents for education, these documents did not propose guidelines for specific political-pedagogical strategies, further weakening plus the schooling conditions of students with disabilities in synchronous and asynchronous classes.