<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100162</article-id>
<article-id pub-id-type="doi">10.1590/0102-469826361</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[BALANÇO DA PRODUÇÃO CIENTÍFICA SOBRE A POLÍTICA NACIONAL DE EDUCAÇÃO ESPECIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA (2010-2020)]]></article-title>
<article-title xml:lang="en"><![CDATA[BALANCE OF THE SCIENTIFIC PRODUCTION ON THE NATIONAL POLICY OF SPECIAL EDUCATION IN THE PERSPECTIVE OF INCLUSIVE EDUCATION (2010-2020)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[LUANA LEAL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[RENATA MALDONADO DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTÍNEZ]]></surname>
<given-names><![CDATA[SILVIA ALICIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense Darcy Ribeiro  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense Darcy Ribeiro  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense Darcy Ribeiro  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes (RJ)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A partir da publicação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (PNEEPEI) no ano de 2008, verificou-se a expansão do setor público no que se refere à oferta de serviços educacionais aos alunos público-alvo da Educação Especial (PAEE), baseando-se na necessidade do estabelecimento de sistemas educacionais inclusivos. Nesse sentido, o lócus da oferta da Educação Especial deveria ser o Atendimento Educacional Especializado oferecido nas escolas regulares, intensificando o investimento de recursos públicos na implementação desses espaços. Porém, no ano de 2017, iniciou-se uma série de discussões com o objetivo de promover a revisão e atualização da PNEEPEI, sob o argumento de que pesquisadores e grupos de pesquisa apontavam diversas críticas com relação à chamada política de educação inclusiva. A minuta com a proposta de atualização divulgada em 2018 estabelecia a possibilidade da oferta de serviços educacionais aos alunos PAEE em classes e escolas especiais, historicamente gerenciadas por instituições privado-assistenciais no País. Destarte, com base na realização de um balanço da produção científica publicado por pesquisadores da área entre os anos de 2010 e 2020, busca-se identificar as principais críticas, positivas e negativas, conferidas à PNEEPEI que possam justificar a necessidade da atualização proposta pelo Ministério da Educação (MEC). Para tal, foram utilizados os descritores &#8220;política nacional&#8221; e &#8220;educação especial&#8221; nos portais de busca de Periódicos da CAPES, no portal Scielo e no Google Acadêmico, sendo então selecionados e analisados 20 trabalhos que indicavam contemplar o objetivo aventado pelo presente artigo. A partir das análises realizadas, identificou-se que, na literatura científica, as críticas negativas foram parcialmente incorporadas ao novo texto da política divulgado em setembro de 2020, ao mesmo tempo que as críticas positivas com relação à PNEEPEI foram ignoradas no novo documento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Con la publicación de la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva (PNEEPEI), en 2008, se produjo una expansión del sector público de prestación de servicios educativos a los estudiantes destinatarios de Educación Especial (PAEE), a partir del argumento de la necesidad de establecer sistemas educativos inclusivos. En consecuencia, el locus de la oferta de Educación Especial debe ser el Servicio Educativo Especializado que se ofrece en las escuelas regulares, intensificando la inversión de recursos públicos para la implementación de estos espacios. Sin embargo, en 2017 se inició una serie de discusiones con el objetivo de promover la revisión y actualización del PNEEPEI, con el argumento de que investigadores y grupos de investigación habían realizado varias críticas a la llamada &#8220;política de educación inclusiva&#8221;. La propuesta de actualización presentada en 2018 estableció la posibilidad de ofrecer servicios educativos a los estudiantes PAEE en clases especiales y escuelas históricamente gestionadas por instituciones de bienestar privadas en el país. Así, a partir de la realización de un balance de la producción científica publicada entre los años 2010 y 2020, buscamos identificar las principales críticas, positivas y negativas, efectuadas al PNEEPEI que puedan justificar la necesidad de la actualización que plantea el Ministerio de Educación (MEC). Para ello, se utilizaron los descriptores "política nacional" y "educación especial" en los portales de búsqueda de Revistas de CAPES, el portal Scielo y Google Scholar, y se seleccionaron y analizaron 20 trabajos que contemplaban el objetivo propuesto por este artículo. A partir de los análisis realizados en la literatura científica, se identificó que las críticas negativas se incorporaron parcialmente al nuevo texto de política difundido en septiembre de 2020, mientras que las críticas positivas al PNEEPEI fueron ignoradas en el nuevo documento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Since the publication of the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) in 2008, there has been an expansion of the public sector regarding the provision of educational services to students targeted for Special Education (PAEE), based on the need to establish inclusive educational systems. In this sense, the locus of Special Education should be the Specialized Education Service offered in regular schools, intensifying the investment of public resources in the implementation of these spaces. However, in 2017, a series of discussions began with the aim of promoting the revision and updating of PNEEPEI, on the grounds that researchers and research groups pointed out several criticisms regarding the so-called inclusive education policy. The draft with the update proposal released in 2018 established the possibility of offering educational services to PAEE students in special classes and schools, historically managed by private-assistance institutions in the country. Thus, based on the realization of a balance of the scientific production published by researchers in the area between the years 2010 and 2020, we seek to identify the main criticisms, positive and negative, conferred to PNEEPEI that can justify the need for the update proposed by the Ministry of Education (MEC). To this end, we used the descriptors "national policy" and "special education" in the search portals of CAPES Periodicals, Scielo and Google Academic, being then selected and analyzed 20 papers that indicated contemplating the objective of this article. From the analysis, it was identified that, in the scientific literature, the negative criticisms were partially incorporated into the new text of the policy released in September 2020, while the positive criticisms regarding PNEEPEI were ignored in the new document.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Política Nacional de Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Política Nacional de Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[National Policy for Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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