BALANCE OF SCIENTIFIC PRODUCTION ABOUT THE NATIONAL SPECIAL EDUCATION POLICY FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION (2010 - 2020)

Abstract

From the publication of the National Policy on Special Education from the perspective of Inclusive Education (PNEEPEI) in 2008, there was an expansion of the public sector with regard to the provision of educational services to target students of Special Education (PAEE), from the argument of the need to establish inclusive educational systems. In this sense, the locus of Special Education provision should be the Specialized Educational Service offered in regular schools, intensifying the investment of public resources in the implementation of these spaces. However, in 2017, a series of discussions began with the aim of promoting the review and updating of the PNEEPEI, under the argument that researchers and research groups pointed out several criticisms regarding the so-called inclusive education policy. The draft with the update proposal released in 2018 established the possibility of offering educational services to PAEE students in special classes and schools, historically managed by private welfare institutions in the country. Thus, based on the realization of a balance of scientific production published by researchers in the area between the years 2010 and 2020, we seek to identify the main criticisms, positive and negative, conferred to PNEEPEI that may justify the need for updating posed by the Ministry of Education (MEC). From the analyzes carried out, it was identified that the negative criticisms were partially incorporated into the new policy text released in September 2020, while the positive criticisms regarding the PNEEPEI were ignored in the new document.