Sources of historical knowledge in Education and Special Education: between tradition and renewal

• Autor(a) principal: Borges, Adriana Araújo Pereira
• Data de Publicação: 2020
• Outros Autores: Siems, Maria Edith Romano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/53212
• topic: History of Special Education; Special Education; interdisciplinary field.; Historia de la Educación Especial; Educación Especial; campo interdisciplinario.; História da Educação Especial; Educação Especial; campo interdisciplinar.

Understanding the historical bases on which knowledge and practices are based on which professionals working at the different levels and modalities that constitute educational systems are established is a fundamental element for technical, scientific, social and cultural advancement. The renewal of methodologies in historical research based on the movement called Escola dos Annales, expanded the range of historiographical perspectives for understanding the structuring of the varied fields of human activities, providing opportunities for expansion and diversification of views and breaking the logic of history as a chronicle of events . The article brings an exploratory descriptive research, which seeks to analyze the theoretical and methodological bases on which the historical studies in Special Education presented in the period from 2008 to 2018 were developed, in prominent academic-scientific events in the field of Special Education and History of Education in a Brazilian context. For this, the following categories were used: the object of study / theme and the area of special education in which it is inserted; the time frame considered; the prioritized sources, the methodological procedures for data collection and analysis; and the theoretical-epistemological references indicated. The results indicate that the production of research in the History of Special Education is still incipient and reflects the interdisciplinarity of the field, recognizing that the History of Special Education is, above all, undisciplined.