Abstract
Resumo: O artigo discute, em um primeiro momento, questões relativas à configuração da política de Educação Especial no Brasil a partir dos anos 2000, destacando elementos que marcaram o processo de institucionalização da inclusão dos alunos, público alvo da educação especial na escola comum, bem como seus desafios atuais. Tendo como referência essas problematizações, busca-se, em um segundo momento, contextualizar os trabalhos que compõem esta Seção Temática. Partindo de abordagens teórico-metodológicas distintas, esses textos conservam em comum uma preocupação ética com os desdobramentos da Educação Especial para a sociedade e com a efetivação do princípio constitucional da educação como um direito de todos.
Highlights
Starting from Psychoanalysis as a guiding theoretical axis, in interlocution with other discourses, we propose attention to the dimension of singularity in the definition of policies and institutional propositions
Given the aspects discussed above and the problematizations established, we ask: – What vicissitudes are announced for the school education of the target public of Special Education in a context of institutional tensions and threat to social rights?; – Does the perspective of Inclusive Education express, nowadays, a societal construction around the search for equality and human dignity?; – Is our ability to deal with the affirmations agreed upon at the national and international levels presents itself in the encounter with the individual who stands, singularly, before us?; – In a context strongly marked by individualism, intolerance of difference, judicialization, what space do we find for each other in the relationships inscribed in school institutions?
Gardou’s words (2018, p. 72) remind us, in this sense, that while the statements “proclaim the universal, indivisible, interdependent and inseparable character of human rights,” the image of disability disturbs everyday life and “[...] continues to produce its effects: stigmatization and restricted or impeded participation in the life of the community.”. This Thematic Section recognizes the advances of the historical and social journey that have made possible questions about the social segregation of people with disabilities, as well as the emergence of movements that defend the principles of an Inclusive Education, but at the same time, ethical and democratic dimension of these processes
Summary
Given the aspects discussed above and the problematizations established, we ask: – What vicissitudes are announced for the school education of the target public of Special Education in a context of institutional tensions and threat to social rights?; – Does the perspective of Inclusive Education express, nowadays, a societal construction around the search for equality and human dignity?; – Is our ability to deal with the affirmations agreed upon at the national and international levels presents itself in the encounter with the individual who stands, singularly, before us?; – In a context strongly marked by individualism, intolerance of difference, judicialization, what space do we find for each other in the relationships inscribed in school institutions?
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