<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000100257</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i62.1760</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação especial e inclusiva nos documentos do Banco Mundial e da UNESCO pós-crise mundial de 2008: orientações políticas para o Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Special and inclusive education in World Bank and UNESCO documents after the 2008 world crisis: political guidelines for Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación especial e inclusiva en los documentos del Banco Mundial y de la UNESCO después de la crisis mundial de 2008: lineamientos políticos para Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Gesilaine Mucio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Jani Alves da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Volsi]]></surname>
<given-names><![CDATA[Maria Eunice França]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>62</numero>
<fpage>257</fpage>
<lpage>281</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000100257&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva analisar as orientações políticas do Banco Mundial (BM) e da UNESCO para a educação especial e a educação inclusiva, na educação básica, para o Brasil, a partir do contexto da crise mundial de 2008 até a crise decorrente da pandemia da covid-19. Trata-se de uma análise documental e qualitativa ancorada no materialismo histórico e dialético e na compreensão de que os documentos de políticas educacionais são produtos e produtores da realidade e expressam os interesses de grupos sociais em disputas. Examina as crises de 2008 e da covid-19 como integrantes da crise estrutural do capital e, portanto, como agravantes de tal crise. Concebe as orientações do BM e da UNESCO para a educação especial e inclusiva, específicas ou não para o Brasil, como parte de uma agenda global da educação, coordenada pelos organismos internacionais. Essa agenda dissemina um discurso de educação inclusiva dos grupos vulneráveis, como o público-alvo da educação especial, cuja concepção de inclusão se restringe à formação de capital humano para amenizar as desigualdades e os conflitos decorrentes das crises e reproduzir o processo de acumulação do capital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the policy guidelines of the World Bank (WB) and UNESCO for special education and inclusive education, in basic education, for Brazil, from the context of the global crisis of 2008 to the crisis resulting from the pandemic of covid-19. This is a documentary and qualitative analysis anchored in historical and dialectical materialism and in the understanding that educational policy documents are products and producers of reality and express the interests of social groups in disputes. It examines the 2008 and covid-19 crises as integral parts of the structural crisis of capital and, therefore, as aggravating factors of such crisis. It conceives the WB and UNESCO guidelines for special and inclusive education, specific or not for Brazil, as part of a global agenda for education, coordinated by international organizations. This agenda disseminates a discourse of inclusive education for vulnerable groups, such as the target audience of special education, whose conception of inclusion is restricted to the training of human capital to mitigate inequalities and conflicts arising from the crises and reproduce the process of capital accumulation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar las directrices políticas del Banco Mundial (BM) y de la UNESCO para la educación especial y la educación inclusiva, en la educación básica, para Brasil, desde el contexto de la crisis mundial de 2008 hasta la crisis resultante de la pandemia del covid-19. Se trata de un análisis documental y cualitativo anclado en el materialismo histórico y dialéctico y en la comprensión de que los documentos de política educativa son productos y productores de realidad y expresan los intereses de los grupos sociales en disputa. Examina las crisis de 2008 y la covid-19 como parte de la crisis estructural del capital y, por lo tanto, como agravantes de dicha crisis. Las directrices del BM y de la UNESCO para la educación especial e inclusiva, específicas o no para Brasil, forman parte de una agenda global para la educación, coordinada por organizaciones internacionales. Esta agenda difunde un discurso de educación inclusiva de grupos vulnerables, como el público objetivo de la educación especial, cuya concepción de inclusión se restringe a la formación de capital humano para mitigar las desigualdades y conflictos derivados de las crisis y reproducir el proceso de acumulación de capital.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[crises]]></kwd>
<kwd lng="pt"><![CDATA[organismos internacionais]]></kwd>
<kwd lng="pt"><![CDATA[políticas de educação especial e inclusiva]]></kwd>
<kwd lng="en"><![CDATA[crises]]></kwd>
<kwd lng="en"><![CDATA[international organizations]]></kwd>
<kwd lng="en"><![CDATA[special and inclusive education policies]]></kwd>
<kwd lng="es"><![CDATA[crisis]]></kwd>
<kwd lng="es"><![CDATA[organismos internacionales]]></kwd>
<kwd lng="es"><![CDATA[políticas de educación especial e inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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