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RIBEIRO, LUANA LEAL; SILVA, RENATA MALDONADO DA  e  MARTINEZ, SILVIA ALICIA. BALANCE OF THE SCIENTIFIC PRODUCTION ON THE NATIONAL POLICY OF SPECIAL EDUCATION IN THE PERSPECTIVE OF INCLUSIVE EDUCATION (2010-2020). Educ. rev. [online]. 2021, vol.37, e26361.  Epub 06-Nov-2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469826361.

Since the publication of the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) in 2008, there has been an expansion of the public sector regarding the provision of educational services to students targeted for Special Education (PAEE), based on the need to establish inclusive educational systems. In this sense, the locus of Special Education should be the Specialized Education Service offered in regular schools, intensifying the investment of public resources in the implementation of these spaces. However, in 2017, a series of discussions began with the aim of promoting the revision and updating of PNEEPEI, on the grounds that researchers and research groups pointed out several criticisms regarding the so-called inclusive education policy. The draft with the update proposal released in 2018 established the possibility of offering educational services to PAEE students in special classes and schools, historically managed by private-assistance institutions in the country. Thus, based on the realization of a balance of the scientific production published by researchers in the area between the years 2010 and 2020, we seek to identify the main criticisms, positive and negative, conferred to PNEEPEI that can justify the need for the update proposed by the Ministry of Education (MEC). To this end, we used the descriptors "national policy" and "special education" in the search portals of CAPES Periodicals, Scielo and Google Academic, being then selected and analyzed 20 papers that indicated contemplating the objective of this article. From the analysis, it was identified that, in the scientific literature, the negative criticisms were partially incorporated into the new text of the policy released in September 2020, while the positive criticisms regarding PNEEPEI were ignored in the new document.

Palavras-chave : Special Education; National Policy for Special Education; Inclusive Education.

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