O atendimento educacional especializado na política educacional brasileira: emergência das práticas de governamento na escola inclusiva

Abstract

The current Brasilian educational policy in its intersection of Inclusive education and Spectial education has enabled to made this monograph. The main goal was to comprehend the specialized educational servers in the Brazilian educational policies in order to problematize the government practices in inclusive school. The study was based on Foucault theoretical approach. I investigated the following documents: a Política Nacional de Educação Especial2 (1994), Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva 3(2008), o Decreto nº 6.571, de 17th September, 2008;4 a Resolução CNE/CEB nº 4, de 2nd October, 20095; and Parecer CNE/CEB nº 13, 3rd June, 20096. In the analysis and discussion two unities were built the inclusion on preference condition and the inclusion on mandatory condition. The settings and the productivity in the specialized educational service in our educational policies proved to be possible due to inclusion time and spaces for the students with special needs in special services or in inclusive schools. In this context the logic and the operation in the Specialized Educational Service are developed man from the teachers’ continuous formation, from multi-resource rooms, from networks between family, professionals and communities. These materiality axes of Specialized Educational Service firmed on the rationality of risk management policy, mobilized for the management of education and schools, are running it and gather more subjects, more inclusive school action.