Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance

Authors

  • Herberth Gomes FERREIRA
  • Hiran PINEL UFES
  • Menderson Rezende MOURA Sindicato dos Trabalhadores em Educação Pública do Espírito Santo (SINDIUPES)
  • Priscilla Alves PEREIRA

DOI:

https://doi.org/10.36311/2358-8845.2018.v5n2.18.p241

Keywords:

Phenomenology, Special Education, Subject, Empowerment

Abstract

This article intends to achieve out a phenomenological and critical reading on Resolution 2 of September 11, 2001 and on Resolution 4 of October 2, 2009, both instituted by the National Education Council, linked to the Ministry of Education of Brazil. The reading about only two documents that guide the pedagogic practice of Special Education is given by the cut and limits of this work. In our understanding, however progressive and current these resolutions seem to be, they do not make clear the possibilities for generating autonomy so that the subject of special education can manifest itself in the same policies by which it is addressed. According to these documents, the subject-student of the Specialized Educational Assistance remains as a mere object of this process, subject by a decision-making power from others. The basis of phenomenological reading will be in the light of the Phenomenology of Perception of the philosopher Maurice Merleau-Ponty (1908-1961).

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Author Biographies

  • Herberth Gomes FERREIRA

    Licenciado em Filosofia pela Universidade Federal do Espírito Santo (UFES). Mestre em Ciências das Religiões pela Faculdade Unida de Vitória, ES. Contato: herberthgf@yahoo.com.br

  • Hiran PINEL, UFES

    Pós-Doutor em Educação pela Faculdade de Educação (FAE) da Universidade Federal de Minas Gerais (UFMG); Doutor em Psicologia pela Universidade de São Paulo (USP/SP); Docente do Programa de Pós-Graduação em Educação da Universidade Federal do Espírito Santo (UFES). Contato: hiranpinel@gmail.com 

  • Menderson Rezende MOURA, Sindicato dos Trabalhadores em Educação Pública do Espírito Santo (SINDIUPES)

    Professor e Diretor da Secretaria de Promoção dos Direitos da Pessoa com Deficiência do Sindicato dos Trabalhadores em Educação Pública do Espírito Santo (SINDIUPES); Licenciado em Geografia com Especialização em Educação Especial Universidade Federal do Espírito Santo (UFES). 

  • Priscilla Alves PEREIRA

    Licenciada em Letras-Português pela Faculdade Saberes. Pós-graduação em Metodologia do Ensino da Língua Portuguesa e Estrangeira pela Uninter. Contato: priscilla.linguagens@gmail.com

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Published

2018-12-21

Issue

Vol. 5 No. 2 (2018)

Section

Ensaio

License

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Qualis Capes (2017-2020)

Education: B1

How to Cite

FERREIRA, Herberth Gomes; PINEL, Hiran; MOURA, Menderson Rezende; PEREIRA, Priscilla Alves. Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance. Revista Diálogos e Perspectivas em Educação Especial, Marília, SP, v. 5, n. 2, p. 241–252, 2018. DOI: 10.36311/2358-8845.2018.v5n2.18.p241. Disponível em: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533.. Acesso em: 22 nov. 2024.