Teaching challenges in Special Education Service

• Autor(a) principal: Possa, Joce Daiane Borilli
• Data de Publicação: 2020
• Outros Autores: Pieczkowski, Tania Mara Zancanaro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/36231
• topic: Special Education Policies; teaching challenges; Specialized Educational Assistance.; Políticas de Educación Especial; desafíos docentes; Atendimiento Educacional Especializado.; Políticas de Educação Especial; desafios docentes; Atendimento Educacional Especializado.

The Brazilian proposal for Inclusive Education has resulted in the growing access of students with disabilities to regular schools. As a result, the Brazilian educational system has changed significantly in terms of attending to these students. The Special Education Service (SES) is characterized as one of the inclusion strategies foreseen by the National Policy of Special Education in the Perspective of Inclusive Education. This article shows a research that aimed to understand the professional challenges and the effects of subjectivation produced by the Special Education policies with regard to SES. The research problem that led to the study is: How are teachers challenged to operationalize the National Policy on Special Education regarding to Special Education Service (SES)? For this study, teachers working in SES were interviewed in schools and early childhood centers in western of Santa Catarina state. The empirical material generated through narrative interviews was examined by the perspective of discourse analysis, supported by Foucaultian references. The study showed how legal discourses have operated on the subjectivation and governance of teachers working in SES. Inclusive discourses present in school institutions and public inclusion policies appear as a way of governing populations, seeking the control and management of risk, as well as the subjectification of individuals. However, advances in the field of inclusive education are recognized, and, even if there is a need to stress their paradoxes, it is essential to intensify the inclusion process.