Política de educação especial no Brasil, Moçambique e Portugal: ações governamentais entre 2008 e 2022

• Ano de defesa: 2022
• Autor(a) principal: Vinente, Samuel
• Orientador(a): Galvani, Márcia Duarte
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação especial; Política governamental; Programas educacionais; Legislação do ensino; Política comparada
• Palavras-chave em Inglês: Special education; Government policy; Educational programs; Education legislation; Comparative politics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/18038

Brazil, Mozambique and Portugal are part of the Community of Portuguese speaking Countries (CPLP). They have several general cooperation agreements that involve their educational systems and seek to ensure the educational right and the universalization of education. It is in this context that the present thesis had as its general objective to analyze the programs and government actions in Special Education implemented in Brazil, from 2008 to 2022. The thesis was structured in two studies. The first study aimed to analyze the concepts of Special Education, adopted in the official documents and describe the target audience served by the programs and government actions of these countries. The second study aimed to identify educational programs and government actions implemented for people with disabilities in Brazil and analyze the actions of the Ministry of Education for the implementation of government programs in Special Education. The two described studies were conducted through a qualitative approach, anchored in the documentary research technique. As instruments, in Studies one and two, a Documentary Analysis Protocol was used in Special Education Policies and in the second study, a semi-structured interview script, applied to two representatives of the Ministry of Education. Data from Study one were compiled, described and analyzed based on the Comparative Politics. The data from study two were recorded, transcribed and analyzed by judges, using Thematic Analysis (TA). According to Study One, the results indicated different organizational forms of pedagogical work in Special Education, cultural and political specificities of the different countries. It was possible to verify that the terminologies adopted in the official documents are similar, and the policies, programs and actions were built during this period from the international guidelines of multilateral organizations. The Study is a progressive period that culminated in the reflection of Special Education policies, programs and activities. Such programs and actions began to legally define a type of public to be served, different services and spaces for offering Specialized Educational Assistance. In recent years, after sudden political-economic reforms, Special Education policies began to more explicitly the logic of the market and capital in defining their guidelines and principles. These effects culminated in the publication and subsequent suspension of the legal effects of the National Policy on Special Education: Equitable, Inclusive and Lifelong Learning.