Resumo

ROSA, Sanny Silva da  e  FREITAS, Alissandra Marques de. The inclusive special education policy: breakthroughs, setbacks and resistance from the perspective of itinerant teachers in Santo André, SP, Brazil. Educação. Porto Alegre [online]. 2023, vol.46, n.1, e43404. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2023.1.43404.

The article discusses special education policies from an inclusive perspective in the municipality of Santo André, located in the ABC Paulista region. It highlights the municipality's pioneering spirit in breaking with the culture of exclusion and segregation of students with disabilities under the city's democratic administrations, starting in the 1990s, as well as the recurrent resistance and setbacks that threaten its continuity. The work is the result of qualitative research that combined documentary and empirical data collected during conversations with inclusive education advisor teachers who itinerantly work in municipal schools. The study is grounded in the concept of policy enactment, which considers the context and the processes of interpretation and translation of official regulations carried out by school actors. In light of consolidation of policies guided by a competitive and meritocratic culture of education, it is concluded that the survival of the National Special Education in the Inclusive Perspective has depended much more on the engagement of professionals working on the front lines of schools than on the genuine commitment of public administrations to invest in its continuity.

Palavras-chave : special education policies from an inclusive perspective; itinerant teachers; municipality of Santo André.

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