Resumo

PEREIRA, Cléia Demétrio; LUNARDI-MENDES, Geovana Mendonça  e  PACHECO, José Augusto de Brito. POLICIES OF SCHOOL INCLUSION IN BRAZIL AND PORTUGAL: CHALLENGES FOR CURRICULAR JUSTICE. Revista Teias [online]. 2018, vol.19, n.55, pp.36-53.  Epub 17-Fev-2020. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.37597.

Policies for school inclusion have been disseminated through the internationalization of educational policies. This text analyzes political documents of school inclusion that regulate the schooling of students with disabilities of basic education as a guarantee of curricular justice. It was used official documents delimited between 2008 and 2016 from Brazil and Portugal. It is concluded that both countries follow international recommendations, but local decisions differ in the curricular definition of educational measures and resemble the definition of the public restricted to special education. It is verified that the school knowledge is not part of the discussions of the analyzed political texts, therefore, they are not within reach of all and the guarantee of curricular justice is compromised.

Palavras-chave : Policies of school inclusion; Curricular justice; Schooling of students with disabilities.

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