A POLÍTICA NACIONAL DE EDUCAÇÃO ESPECIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA (MEC/SEESP, 2008): uma análise da efetivação do Atendimento Educacional Especializado a partir da defectología de Vygotski

Abstract

This dissertation aims to analyze the Vygotski of Defectology of contributions for consideration of the National Policy for Special Education in the Perspective of Inclusive Education (MEC / SEESP, 2008), as to the effectiveness of the Educational Service Specializing it proposed. Even with the legal and political achievements in the last three decades to include people with disabilities, still proliferate the problems relating to the consolidation of these proposals. The study is developed in a qualitative hermeneutic perspective, and employed content analysis techniques to interpret the data. Therefore, the phenomenon investigated was initially located by the theoretical support of the work Fundamentals of disabilities, authored by Vygotsky himself, the scientific production of authors commenting his work, as well as researchers who study Special Education Brazilian. The assessment also included a survey and evaluation of legislation and regulations relating to the current Special Education policy / Inclusive. Empirical data on the implementation of the Educational Service Specialist services were collected through questionnaires and mixed a range of opinions / attitudes about Special Education applied to experts and professors who joined the study sample. The results of the qualitative analysis showed, as of Vygotsky contributions, that the medical educational aspect in Special Education still has a strong influence in the implementation of services offered, and there are currently an integration concept of coexistence with the inclusion the realization of the Educational Service Specializing in the municipality analyzed. Thus, it was confirmed the following assumption: that the reflections of Vygotsky in Defectology Fundamentals of work offer contributions to analysis of the National Policy on Special Education in the Perspective of Inclusive Education (MEC / SEESP, 2008), showing also that the realization the proposed Educational Service Specialist is not taking place according to the paradigm of inclusion.