Resumo

BREITENBACH, Fabiane Vanessa; HONNEF, Cláucia  e  COSTAS, Fabiane Adela Tonetto. Inclusive education: implications of the translations and interpretations of the Salamanca Statement in Brazil. Ensaio: aval. pol. públ. educ. [online]. 2016, vol.24, n.91, pp.359-379. ISSN 0104-4036.  https://doi.org/10.1590/S0104-40362016000200005.

The changes in the current version of the Salamanca Statement, and its influence in the elaboration of legal documents, confirm that inclusive education and Special Education have been considered synonyms in our country. Thus, this article problematizes the concept of inclusive education disseminated in public policies and in the Brazilian school context from the first translation of the Salamanca Statement, available in 1994 and re-edited in 1997; and from the second translation of this document, that is currently available at the website of the Ministry of Education. The methodology involved a documental research and analysis that sought to determine and to analyze how the alterations in the Salamanca Statement, as published and conveyed in Brazil, set the inclusive education as a task of Special Education, provoking a miscellany of concepts, definitions and interpretations relating these two expressions. It was possible to observe that the public policies for inclusive education and Special Education were/are being proposed having as basis the modifications and the interpretations of this Statement. The alterations, apparently unpretentious, in the Salamanca Statement and the variety of concepts and definitions about the people who are target of inclusive education and of Special Education could have caused a conceptual confusion and, certainly, defined the course of the history of the policies and research related to these themes in Brazil.

Palavras-chave : Inclusive education; Special Education; Declaration of Salamanca.

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