Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance

• Autor(a) principal: FERREIRA, Herberth Gomes
• Data de Publicação: 2018
• Outros Autores: PINEL, Hiran, MOURA, Menderson Rezende, PEREIRA, Priscilla Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogos e Perspectivas em Educação Especial (Online)
• Texto Completo: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533
• topic: Fenomenologia; Educação Especial; Sujeito; Empoderamento; Phenomenology; Special Education; Subject; Empowerment

This article intends to achieve out a phenomenological and critical reading on Resolution 2 of September 11, 2001 and on Resolution 4 of October 2, 2009, both instituted by the National Education Council, linked to the Ministry of Education of Brazil. The reading about only two documents that guide the pedagogic practice of Special Education is given by the cut and limits of this work. In our understanding, however progressive and current these resolutions seem to be, they do not make clear the possibilities for generating autonomy so that the subject of special education can manifest itself in the same policies by which it is addressed. According to these documents, the subject-student of the Specialized Educational Assistance remains as a mere object of this process, subject by a decision-making power from others. The basis of phenomenological reading will be in the light of the Phenomenology of Perception of the philosopher Maurice Merleau-Ponty (1908-1961).