Special education policy and the challenges of an inclusive perspective.

• Autor(a) principal: Neves, Libéria Rodrigues
• Data de Publicação: 2019
• Outros Autores: Rahme, Mônica Maria Farid, Ferreira, Carla Mercês da Rocha Jatobá
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UFOP
• Texto Completo: http://www.repositorio.ufop.br/handle/123456789/12424; https://doi.org/10.1590/2175-623684853
• topic: Specialized educational assistance; Psychoanalysis

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 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 psychoanalyti c 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.