Educação especial na perspectiva inclusiva: marcos históricos e normativos

• Autor(a) principal: Souza, Ubiany de Oliveira Souza
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/31520
• topic: Educação Especial; Educação Inclusiva; Marcos históricos; Marcos legais; Special education; Inclusive education; Historical landmarks; Legal milestones; CNPQ::CIENCIAS DA SAUDE

This text presents a more in-depth look at the legal and historical milestones that involve Special Education in Brazil, Minas Gerais and Ituiutaba. It is justified by the rights of people with disabilities in Inclusive Education, with equal opportunities, having students access to an education capable of responding to their needs. Thus, we feel provoked in the following sense: what are the main historical and normative milestones that comprise the period from 1990 to the present day and determine public policies for the inclusion of people with special educational needs? Is there a correlation between states and municipalities in the creation of new documents so that special education takes shape and is implemented in a more inclusive perspective?. For the development of the study, Site Search (Google) was used as the main source of the research, to locate international, national, state and municipal documents, in addition to articles related to the topic. Such selected sources add up to 01 Law, 03 Resolutions and 09 Decrees among others. It is concluded, in view of Laws, Resolutions and Decrees presented throughout the text, that they are not only documents without effectiveness, but that bring the meaning of the word “include”, that allows people with some disability to be enrolled in Special Education to learn in various ways, ways and different rhythms, without excluding their educational process. We believe that this documentary research is able to achieve not only the objectives proposed for a special education in its inclusive perspective, but that it sensitizes people, as well as its history and progress.