Concepts and relationships between the inclusive education and the special education in the educational legislation in brazil, santa catarina and blumenau

• Autor(a) principal: Mazera Fraga, Juliany
• Data de Publicação: 2017
• Outros Autores: Martins Varela, Aline, Soares Wuo, Andrea, Buzzi Rausch, Rita
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/22012
• topic: Special education; Inclusive education; Educational policies; Educação especial; educação inclusiva; políticas educacionais

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.