Entre ciclos e políticas: análise dos contextos das políticas nacionais de educação especial de 2008 e 2020

• Ano de defesa: 2024
• Autor(a) principal: Ícaro Belém Horta
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Formulação de políticas; Educação especial; Ciclo de políticas; Política Nacional de Educação Especial; Educação comparada; Educação e Estado; Políticas públicas - Educação; Inclusão em educação
• Link de acesso: http://hdl.handle.net/1843/79937; https://orcid.org/0000-0002-7184-1494

This research is set within a context of on-going challenges to guarantee human rights, especially the right to inclusive education for persons with disabilities. Historically, in Brazil, the education of these individuals were often segregated into exclusive classes and institutions. However, with the first two terms of the Lula government, especially after the National Policy on Special Education from the Perspective of Inclusive Education, in 2008, a significant transformation towards inclusion began. This policy resulted in an increase in enrollments in regular classes, which generated opposing movements; and ultimately culminated in the Decree No. 10,502 of 2020, which instituted the National Policy for Special Education: Equitable, Inclusive and with Lifelong Learning, reinforcing the option for exclusive classes. Given this scenario, the research sought to analyze the differences and commonalities in the policy formulation processes of 2008 and 2020. As an overall objective, to compare analysis carried out between the contexts and formulations of these policies, based on the concepts of school inclusion and disability. To map the legislative and normative actions on Special Education and public debates around the topic were identified, in addition to characterizing the profile and participation of political actors involved in the formulation processes. The research hypothesis posits that the 2008 and 2020 policies reflect divergent conceptions of the actors involved – including social movements, academics and politicians – resulting in documents with different views of school inclusion and disability. The qualitative methodology consisted of using documentary analysis and semi-structured interviews to compare policies. As a theoretical framework, we drew studies on the education of people with disabilities, and conceptions of disability. The research also followed the theoretical-methodological approach of the Policy Cycle, which helps understanding how policies are formulated and implemented, going through cycles of influence, interpretation and reconceptualization. Among the main results, we identified that the construction of policies is directly linked to its political contexts. The 2008 Policy, for example, was born in a moment of stability and social inclusion, prioritizing a collaborative construction with the participation of social movements and academia. Conversely, the 2020 Policy emerged in a period of political instability, especially after the impeachment of President Dilma Rousseff, allowing private and philanthropic institutions to assume a predominant role in the formulation, which resulted a more exclusionary and distant vision in comparison with the 2008 protagonists of the social movements and academics. The conducted interviews corroborate these findings by revealing distinct strategies in the policy formulation processes; in 2007 and 2008, the development of the policy sought to broadly involve the academic community and social movements in its formulation, creating a document that reinforced inclusion in regular schools. While, in 2020, the construction prioritized private and philanthropic entities, resulting in a policy that favored the segregation of students in special classes. In conclusion, the research suggests that the formulation processes of the Special Education policies of 2008 and 2020 reflect different conceptions of inclusion and disability with profound impacts on the structure and scope of Special Education in Brazil. This study contributes to the understanding of political and social influences in inclusive policies, highlighting how changes in the political scenario can directly affect educational guidelines and the rights of people with disabilities.