EDUCATIONAL POLICIES AND TENSIONS IN THE FIELD OF SPECIAL EDUCATION

EDUCATIONAL POLICIES AND SCHOOLING OF PEOPLE WITH DISABILITIES: TENSIONS IN THE FIELD OF SPECIAL EDUCATION

Abstract

Historically, the constitution and performance of the field of Special Education were marked by different perspectives and understandings. In this sense, the different Brazilian policies also built understandings and ways of acting for Special Education in relation to the schooling processes of people with disabilities. Thus, this article aims to understand the constitution of the field of Special Education in educational policies in relation to the schooling of people with disabilities. The methodology adopted consisted of a qualitative and descriptive approach, choosing different Brazilian political regulations as research materials and which were analyzed using discourse analysis. The analyzes allowed us to understand that the field of Special Education was not always linked to common education, sometimes acting in a parallel way, sometimes concomitantly and, finally, constituting itself as a transversal modality, assuming its space in common education added to the Service Specialized Educational. It is concluded that there is tension in Brazilian policies regarding the field of action of Special Education in relation to the schooling processes of students with disabilities, as policies sometimes reaffirm the modality and sometimes try to return to the parallel way of acting in the field. In this sense, the constant review and discussion of policies is essential to guarantee conquered historical rights.