Embates e disputas na política nacional de Educação Especial brasileira
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/162692 |
Resumo: | During the discussions related to the Brazilian Federal Constitution, in the 1980s, there were several disputes of interest among different sectors of society towards the establishment of public policies in Brazil. Special education policies have been defined under such circumstances, that is, under the pressures from social segments. Regarding that dynamic, the paper seeks to emphasize the role played by different actors (specialized agencies, Ministry of Education technicians, groups of people with disabilities and their families, the Federal Prosecution Service, special education researchers) in the proposition and implementation of the national policy on special education in Brazil. The period considered in the study was between 2001 and 2018. The relevant information was collected in newspapers, online news, commentators’ blogs, webpages representing the government, and specialized agencies from Non-Governmental Organizations (NGOs). The period was characterized by disputes, with the evident action by historical partnerships designed for the formulation of guidelines for special education, and by the strengthening of another group, composed of parents, researchers, technicians and political consultants, who explicitly started challenging the specialized institutions’ historical performance. Such disputes led to the establishment of a polarity that has not favored the development of propositions or projects tailored to the specific needs of Special Education students, with regards to the attention to resources and to educational specificities, as well as to the public financing for actions in that area. |
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Embates e disputas na política nacional de Educação Especial brasileiraDebates and disputes in the Brazilian national policy on Special EducationEducation policySpecial EducationPublic policies in educationPolítica educacionalEducação EspecialPolíticas públicas em educaçãoDuring the discussions related to the Brazilian Federal Constitution, in the 1980s, there were several disputes of interest among different sectors of society towards the establishment of public policies in Brazil. Special education policies have been defined under such circumstances, that is, under the pressures from social segments. Regarding that dynamic, the paper seeks to emphasize the role played by different actors (specialized agencies, Ministry of Education technicians, groups of people with disabilities and their families, the Federal Prosecution Service, special education researchers) in the proposition and implementation of the national policy on special education in Brazil. The period considered in the study was between 2001 and 2018. The relevant information was collected in newspapers, online news, commentators’ blogs, webpages representing the government, and specialized agencies from Non-Governmental Organizations (NGOs). The period was characterized by disputes, with the evident action by historical partnerships designed for the formulation of guidelines for special education, and by the strengthening of another group, composed of parents, researchers, technicians and political consultants, who explicitly started challenging the specialized institutions’ historical performance. Such disputes led to the establishment of a polarity that has not favored the development of propositions or projects tailored to the specific needs of Special Education students, with regards to the attention to resources and to educational specificities, as well as to the public financing for actions in that area.A elaboração da Constituição Federal, na década de 1980, evidenciou processos de lutas de interesses entre diferentes setores da sociedade na elaboração de políticas públicas no Brasil. As políticas de educação especial têm sido elaboradas nessas circunstâncias, sob as pressões de segmentos sociais. Com atenção a essa dinâmica, este artigo propõe-se a evidenciar a atuação de diferentes atores (instituições especializadas, técnicos do Mistério da Educação, grupos de pessoas com deficiência e seus familiares, Ministério Público Federal, pesquisadores do campo da educação especial) na proposição e na implementação da política nacional de educação especial no Brasil. Toma-se como recorte histórico o período entre 2001 e 2018. Foram coletadas informações de jornais impressos e online, blogs de comentaristas, páginas WEB representativas do poder público e de instituições especializadas privadas, atuantes na forma de Organizações Não Governamentais (ONG). Verifica-se que o período se caracteriza por disputas em que há a evidente ação das parcerias históricas na formulação de diretrizes para a educação especial e o fortalecimento de outro grupo composto por pais, pesquisadores do campo, técnicos e assessores políticos, que passa a combater explicitamente a histórica atuação das instituições especializadas. Conclui-se que essas disputas levaram à constituição de uma polaridade que não tem colaborado para o amadurecimento de propostas e projetos adequados às especificidades dos alunos da Educação Especial, no que se refere à atenção aos recursos e às especificidades educacionais e ao financiamento público das ações a esse campo.Universidade de São Paulo. Faculdade de Educação2019-09-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/16269210.1590/s1678-4634201945217170Educação e Pesquisa; v. 45 (2019); e217170Educação e Pesquisa; Vol. 45 (2019); e217170Educação e Pesquisa; Vol. 45 (2019); e2171701678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/162692/156533https://www.revistas.usp.br/ep/article/view/162692/156534https://www.revistas.usp.br/ep/article/view/162692/156535Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessKassar, Mônica de Carvalho MagalhãesRebelo, Andressa SantosOliveira, Regina Tereza Cestari de2021-06-13T21:31:26Zoai:revistas.usp.br:article/162692Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Embates e disputas na política nacional de Educação Especial brasileira Debates and disputes in the Brazilian national policy on Special Education |
title |
Embates e disputas na política nacional de Educação Especial brasileira |
spellingShingle |
Embates e disputas na política nacional de Educação Especial brasileira Kassar, Mônica de Carvalho Magalhães Education policy Special Education Public policies in education Política educacional Educação Especial Políticas públicas em educação |
title_short |
Embates e disputas na política nacional de Educação Especial brasileira |
title_full |
Embates e disputas na política nacional de Educação Especial brasileira |
title_fullStr |
Embates e disputas na política nacional de Educação Especial brasileira |
title_full_unstemmed |
Embates e disputas na política nacional de Educação Especial brasileira |
title_sort |
Embates e disputas na política nacional de Educação Especial brasileira |
author |
Kassar, Mônica de Carvalho Magalhães |
author_facet |
Kassar, Mônica de Carvalho Magalhães Rebelo, Andressa Santos Oliveira, Regina Tereza Cestari de |
author_role |
author |
author2 |
Rebelo, Andressa Santos Oliveira, Regina Tereza Cestari de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Kassar, Mônica de Carvalho Magalhães Rebelo, Andressa Santos Oliveira, Regina Tereza Cestari de |
dc.subject.por.fl_str_mv |
Education policy Special Education Public policies in education Política educacional Educação Especial Políticas públicas em educação |
topic |
Education policy Special Education Public policies in education Política educacional Educação Especial Políticas públicas em educação |
description |
During the discussions related to the Brazilian Federal Constitution, in the 1980s, there were several disputes of interest among different sectors of society towards the establishment of public policies in Brazil. Special education policies have been defined under such circumstances, that is, under the pressures from social segments. Regarding that dynamic, the paper seeks to emphasize the role played by different actors (specialized agencies, Ministry of Education technicians, groups of people with disabilities and their families, the Federal Prosecution Service, special education researchers) in the proposition and implementation of the national policy on special education in Brazil. The period considered in the study was between 2001 and 2018. The relevant information was collected in newspapers, online news, commentators’ blogs, webpages representing the government, and specialized agencies from Non-Governmental Organizations (NGOs). The period was characterized by disputes, with the evident action by historical partnerships designed for the formulation of guidelines for special education, and by the strengthening of another group, composed of parents, researchers, technicians and political consultants, who explicitly started challenging the specialized institutions’ historical performance. Such disputes led to the establishment of a polarity that has not favored the development of propositions or projects tailored to the specific needs of Special Education students, with regards to the attention to resources and to educational specificities, as well as to the public financing for actions in that area. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/162692 10.1590/s1678-4634201945217170 |
url |
https://www.revistas.usp.br/ep/article/view/162692 |
identifier_str_mv |
10.1590/s1678-4634201945217170 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/162692/156533 https://www.revistas.usp.br/ep/article/view/162692/156534 https://www.revistas.usp.br/ep/article/view/162692/156535 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 45 (2019); e217170 Educação e Pesquisa; Vol. 45 (2019); e217170 Educação e Pesquisa; Vol. 45 (2019); e217170 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
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USP |
reponame_str |
Educação e Pesquisa |
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Educação e Pesquisa |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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