Resumen

VAZ, KAMILLE. The Locus of Action as an Expression of the Inclusive Policy Perspective of the Special Education Teacher in Brazil. Rev. Comunic [online]. 2015, vol.22, n.2, pp.165-184. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n2p165-184.

This article aims at analyzing the locus of action of special education teachers (EE) in Brazil as an expression of the educational project in force. The aim is to understand the concept of EE teacher that underlies the inclusive policy. As a methodological procedure, analyzed documents that express such policy and microdata from the 2012 School Census. Throughout the study, we realized that EE is a dispute in the field of educational policies and is expressed in official documents through the ruling concept of education. Thus, the privileged locus in the political discourse is the specialized educational services (ESA) in rooms of multi-functional resources to the detriment of other types of care, but, based on microdata, we noted the possible existence of EE spaces that are segregated and parallel to the regular school, which enables the analysis of the intentional and directed preference for ESA, which is considered it to be the main purpose of EE in the country. The EE teachers’ acting locus is another element that reveals the dispute in this particular field of knowledge and highlights the neglect of EE, which is treated as synonymous with ESA.

Palabras clave : SPECIAL EDUCATION POLICY; SPECIAL EDUCATION TEACHER; SPECIALIZED EDUCATIONAL SERVICES.

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