DISCURSOS DE PESQUISADORES SOBRE A EDUCAÇÃO ESPECIAL NO BRASIL DE 2000 A 2020

Abstract

This study about Discourses by researchers on Special Education in Brazil, from 2000 to 2020, aims to present a thematic and theory analysis of works that discuss special education. Based on the state of knowledge, the investigation uses the bibliographic research in the Digital Library of Theses and Dissertations (BDTD) and carries out balances and analyzes of 80 thesis and dissertations. It is important to consider the digital library used and the theoretical contribution that subsidizes the methodological path for carrying out the research brings authors such as: Vygotsky (1997); Mantoan (2003); Freire (1999); Marques (2006) Tiballli (2003, 2016) among others. And, still the legal documents such as: Unesco (1990, 1996); Brazil (1988, 1990, 1994, 1996 and 1997), among many others. The specific objectives were: a) To present scientific productions belonging to the textual genres theses and dissertations on EE; b) Take stock of what researchers say about EE within the school, between the years 2000 to 2020 in Brazil; c) List the authors that appear most in the investigated works, explaining their speeches in relation to the theme in perspective. In the analysis of the works, five categories appear that are studied, namely: School trajectory of students with disabilities in the common class; Public Policies for Special Education; Teacher training; Empowerment and Pedagogical Practices. The authors that most subsidized the investigated researches with the highest number of incidences were the authors: Bueno (1993); Mendes (2006), Saviani (2011) and Prieto (2006). As for the organization, the work discusses in the first chapter: the historical process of special/inclusive education in Brazil, in the second: the state of knowledge about special education: balance and analysis of theses and dissertations and in the third chapter the balance of the main theoretical references indicated in the works located and analysed. Was concluded that the studies considered bring the challenge of reflecting on how people with disabilities learn, considering the cognitive, emotional, organic, family, social, cultural and pedagogical processes that determine the condition of the subject who learns. Hence the importance of differentiated methodologies and continuing education so that the school can actually teach all subjects, taking into account the responsibility of those involved and the implementation of existing public policies, carrying out the necessary training to give greater support to professionals, as well as obtain better resources that can assist the school institution in serving students, with creative and effective pedagogical practices to stimulate the learning of the Special Education public.