Resumen

SILVA, Fabiany de Cássia Tavares. Meanings of Policy, Practices and Inclusion in Special Education. Rev. bras. educ. espec. [online]. 2024, vol.30, e0102.  Epub 26-Sep-2024. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702024v30e0102.

This text is anchored in some research results, in the process of being finalized, with the purpose of exposing analyses addressed to the meanings of policy, practices and inclusion in the constitution of a hypothesis as Modern Special Education, captured in the 2015 Incheon Declaration, in the 2016 Education 2030 Framework for Action, and, in the Brazilian case, in the 2018 Common Core State Standards. As sources, the Declaration, the Framework and the Common Core play on words that focus on political, educational and curricular theorizations which, since the end of the 20th century and the beginning of 21st, have prioritized the subjectivation of the relations between individuals, societies and schooling projects. The composition of subjectivation is based on the individual as a potential creative being, possessor of subjectivity; thus, it involves a set of individual and singular characteristics which, despite being socially constructed, support a certain unique capacity for judgment, guiding choices, rationality and stances.

Palabras clave : Special Education; Modernity; Modern Special Education.

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