| dc.description.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. | |
