Resumen

RAFANTE, Heulalia Charalo; SELINGARDI, Sergio Cristóvão; SILVA, Sonia de Oliveira da  y  SILVA, Lenaye Valvassori. Impacts of the special education policy (2008) in Ceará and Fortaleza. Educ. Pesqui. [online]. 2019, vol.45, e218350.  Epub 14-Oct-2019. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201945218350.

This article analyzes the impacts of the National Policy of Special Education in the Inclusive Education Perspective (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva - PNEEPEI in Portuguese) (2008) in the state of Ceará and in the city of Fortaleza. Bibliographic and documentary research along with examination of the School Census microdata (2010-2017) were conducted regarding enrollment, teachers and schools. The analysis was made in light of dialectical historical materialism, considering the capitalist society divided into antagonistic classes, in which the State / political society, to create and consolidate hegemony, establishes the interrelationship with civil society, which disseminates and articulates elements and influences public policy (GRAMSCI, 2001). In this sense, we sought to understand the different forces present in Brazilian society, which influence the elaboration and implementation of the PNEEPEI. Regarding the School Census, in Ceará and Fortaleza, the results were: increase in the total enrollment of PAEE students in regular education; in relation to Specialized Educational Treatment (Atendimento Educacional Especializado - AEE in Portuguese), there was an increase in the number of students enrolled, teachers, non-exclusive and exclusive schools, but enrollments do not include all special education target audience (Público Alvo da Educação Especial - PAEE in Portuguese) students and there is a shortage of teachers and schools with this service. There have been advances in the inclusion process, but the strength of private institutions is manifested in the expansion of exclusive schools and the partnership established in the organization of the AEE for regular school students, maintaining the parallel system of Special Education. However, it is essential to continue the implementation of the policy and overcome existing contradictions, until guaranteeing the right to education for all PAEE students in the regular school system.

Palabras clave : National special education policy from the perspective of inclusive education; Impact of public policy; Special education; School inclusion; School census.

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