POWERS AND DANGERS OF THE NATIONAL SPECIAL EDUCATION POLICY: EQUITATIVE, INCLUSIVE AND WITH LIFELONG LEARNING
DOI:
https://doi.org/10.22481/reed.v2i3.8152Keywords:
PNEE, Special education, Inclusion PolicyAbstract
This article aims to analyze the document “National Special Education Policy: Equitable, Inclusive and Lifelong Learning”, instituted by Decree 10.502 of September 30, 2020. Theoretically and methodologically, this article is anchored in research qualitative approach in the light of the studies by Foucault (1985, 1988, 1995, 2002, 2008, 2010, 2014), Rodrigues (2006) e Veiga-Neto e Lopes (2007). The analysis points out that the National Policy does not show alignment with the current debate about inclusive education. The analysis points out that the National Policy is not in line with the current debate about inclusive education and that the document violates the principles of the rights of people with disabilities, reinforcing a segregating model of special education and encouraging the assistance of these people in specialized centers, schools and special classes, resuming an exclusive perspective based on the medical model of disability.
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References
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