Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
DOI: | 10.5902/1984686X22012 |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/22012 |
Resumo: | This research aimed to analyze the concepts and the relationships established between the special education and the inclusive education in the educational policies in Brazil, Santa Catarina and Blumenau. It is considered that the understanding about the concepts is necessary to overcome the dichotomies, built historically, between the regular education and the special education that hamper the establishment of an inclusive education perspective that ensure, in the different school spaces and times, an education with quality for all the people. It is a qualitative research in wich were analyzed oficial documents produced between 2008 and 2012. They are: the National Special Education Policy from the Inclusive Education Perspective (2008), the Pedagogical Program of the Catarinense Special Education Foundation – CSEF (2009), the Special Education Policy of the Santa Catarina State (2009) and the National Curriculum Directives for Basic Education in Blumenau (2012). The results indicate that the special education tends to assume a transverse and a dialogic character about the educational system as a whole and to ensure the entry, permanence, learning and participation of peoples with special educacional needs, through the Specialized Educational Services. On the other hand, it noticed some particularities of the state and municipal policies, especially in relation to the services offered and the public served. As a conclusion, it was noted that the inclusive education is a perscpective to act in the special education, however the special education aims to include the students with some disability in the regular school causing the inclusion process. |
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Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenauConceitos e relações entre educação inclusiva e educação especial nas legislações educacionais do Brasil, Santa Catarina e BlumenauSpecial educationInclusive educationEducational policiesEducação especialeducação inclusivapolíticas educacionaisThis research aimed to analyze the concepts and the relationships established between the special education and the inclusive education in the educational policies in Brazil, Santa Catarina and Blumenau. It is considered that the understanding about the concepts is necessary to overcome the dichotomies, built historically, between the regular education and the special education that hamper the establishment of an inclusive education perspective that ensure, in the different school spaces and times, an education with quality for all the people. It is a qualitative research in wich were analyzed oficial documents produced between 2008 and 2012. They are: the National Special Education Policy from the Inclusive Education Perspective (2008), the Pedagogical Program of the Catarinense Special Education Foundation – CSEF (2009), the Special Education Policy of the Santa Catarina State (2009) and the National Curriculum Directives for Basic Education in Blumenau (2012). The results indicate that the special education tends to assume a transverse and a dialogic character about the educational system as a whole and to ensure the entry, permanence, learning and participation of peoples with special educacional needs, through the Specialized Educational Services. On the other hand, it noticed some particularities of the state and municipal policies, especially in relation to the services offered and the public served. As a conclusion, it was noted that the inclusive education is a perscpective to act in the special education, however the special education aims to include the students with some disability in the regular school causing the inclusion process.Esta pesquisa teve por finalidade analisar os conceitos e as relações estabelecidas entre educação especial e educação inclusiva nas políticas educacionais em esfera nacional, em Santa Catarina e de Blumenau. Considera-se que a compreensão de tais conceitos é necessária para a superação das dicotomias, historicamente construídas, entre educação regular e educação especial que dificultam o estabelecimento de uma perspectiva de educação inclusiva que garanta, nos diversos espaços e tempos escolares, uma educação de qualidade para todas as pessoas. Trata-se de uma pesquisa qualitativa em que foram analisados documentos oficiais produzidos entre os anos de 2008 e 2012, a saber: a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008), o Programa Pedagógico da Fundação Catarinense de Educação Especial – FCEE (2009), a Política de Educação Especial do Estado de Santa Catarina (2009) e as Diretrizes Curriculares Municipais para a Educação Básica de Blumenau (2012). Os resultados indicam que, de acordo com os documentos analisados, a educação especial tende a assumir um caráter transversal e dialógico em relação ao sistema educacional como um todo e garantir a entrada, permanência, aprendizagem e participação das pessoas com necessidades educacionais especiais, por meio dos serviços de Atendimento Educacional Especializado. Por outro lado, notam-se particularidades das políticas estadual e municipal, sobretudo em relação aos serviços oferecidos e público atendido. Como conclusão, constatou-se que a educação inclusiva é uma perspectiva para a atuação na educação especial, cujo objetivo é incluir os estudantes com deficiência na escola regular.Universidade Federal de Santa Maria2017-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2201210.5902/1984686X22012Special Education Magazine; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 41-54Revista de Educación Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 41-54Revista Educação Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 41-541984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/22012/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessMazera Fraga, JulianyMartins Varela, AlineSoares Wuo, AndreaBuzzi Rausch, Rita2017-08-08T17:50:50Zoai:ojs.pkp.sfu.ca:article/22012Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-08-08T17:50:50Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau Conceitos e relações entre educação inclusiva e educação especial nas legislações educacionais do Brasil, Santa Catarina e Blumenau |
title |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau |
spellingShingle |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau Mazera Fraga, Juliany Special education Inclusive education Educational policies Educação especial educação inclusiva políticas educacionais Mazera Fraga, Juliany Special education Inclusive education Educational policies Educação especial educação inclusiva políticas educacionais |
title_short |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau |
title_full |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau |
title_fullStr |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau |
title_full_unstemmed |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau |
title_sort |
Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau |
author |
Mazera Fraga, Juliany |
author_facet |
Mazera Fraga, Juliany Mazera Fraga, Juliany Martins Varela, Aline Soares Wuo, Andrea Buzzi Rausch, Rita Martins Varela, Aline Soares Wuo, Andrea Buzzi Rausch, Rita |
author_role |
author |
author2 |
Martins Varela, Aline Soares Wuo, Andrea Buzzi Rausch, Rita |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Mazera Fraga, Juliany Martins Varela, Aline Soares Wuo, Andrea Buzzi Rausch, Rita |
dc.subject.por.fl_str_mv |
Special education Inclusive education Educational policies Educação especial educação inclusiva políticas educacionais |
topic |
Special education Inclusive education Educational policies Educação especial educação inclusiva políticas educacionais |
description |
This research aimed to analyze the concepts and the relationships established between the special education and the inclusive education in the educational policies in Brazil, Santa Catarina and Blumenau. It is considered that the understanding about the concepts is necessary to overcome the dichotomies, built historically, between the regular education and the special education that hamper the establishment of an inclusive education perspective that ensure, in the different school spaces and times, an education with quality for all the people. It is a qualitative research in wich were analyzed oficial documents produced between 2008 and 2012. They are: the National Special Education Policy from the Inclusive Education Perspective (2008), the Pedagogical Program of the Catarinense Special Education Foundation – CSEF (2009), the Special Education Policy of the Santa Catarina State (2009) and the National Curriculum Directives for Basic Education in Blumenau (2012). The results indicate that the special education tends to assume a transverse and a dialogic character about the educational system as a whole and to ensure the entry, permanence, learning and participation of peoples with special educacional needs, through the Specialized Educational Services. On the other hand, it noticed some particularities of the state and municipal policies, especially in relation to the services offered and the public served. As a conclusion, it was noted that the inclusive education is a perscpective to act in the special education, however the special education aims to include the students with some disability in the regular school causing the inclusion process. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/22012 10.5902/1984686X22012 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/22012 |
identifier_str_mv |
10.5902/1984686X22012 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/22012/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 41-54 Revista de Educación Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 41-54 Revista Educação Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 41-54 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1822181536168935424 |
dc.identifier.doi.none.fl_str_mv |
10.5902/1984686X22012 |