Education policies for Special Education in Brazil: a brief historical background

Authors

  • Ana Regina Lucato Sigolo Federal University of São Carlos image/svg+xml
  • Elaine Maria Bessa Rebello Guerreiro Federal University of São Carlos image/svg+xml
  • Rosangela Aparecida Silva da Cruz Federal University of São Carlos image/svg+xml

DOI:

https://doi.org/10.5212/PraxEduc.v.5i1.173194

Abstract

The present paper delivers an analysis and a systematization of the Brazilian legislation (from the nineteenth century to the year 2009) regarding the education of disabled people, as well as their rights and the services meant to support them. This research, which is based on collected data from relevant literature and documents, reviews the historical process of the trajectory of the Special Education in Brazil. The study indicates that educational policies in Brazil have identified the Special Education students differently over time. The teaching of students with disabilities or who failed to adapt themselves to regular education was offered separately from the common education. Due to the advancements on studies and research in the fields of Education and Human Rights, educational laws and practices began to change, which prompted the need of a reorganization of both the common schools and the special schools.

 

Keywords: Special Education. Educational Inclusion. Education Policy.

Downloads

Download data is not yet available.

Author Biographies

  • Ana Regina Lucato Sigolo, Federal University of São Carlos

    Psicóloga pela Universidade Federal de São Carlos, mestranda em Educação Especial pelo PPGEEs/UFSCar, cursando especialização em Psicologia Clínica no Instituto de Terapia por Contingências de Reforçamento em Campinas – SP.

  • Elaine Maria Bessa Rebello Guerreiro, Federal University of São Carlos

    Engenheira Civil pela Universidade Federal do Amazonas (UFAM), Professora de Ensino Básico, Técnico e Tecnológico do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM), Especialização em Metodologia de Avaliação de Impactos Ambientais pela UFAM, Mestre em Engenharia Civil com ênfase em Engenharia Urbana pela UFSCar, Multiplicadora em Educação Ambiental pelo MEC, doutoranda em Educação Especial pelo PPGEEs/UFSCar.

  • Rosangela Aparecida Silva da Cruz, Federal University of São Carlos

    Pedagoga e Especialista em Educação Especial, Metodologia de Ensino e Inclusão Escolar pelo Centro Universitário Central Paulista (UNICEP). Professora de Educação Básica. Membro do Grupo de Pesquisa Laboratório de Estudos e Pesquisas em Direito à Educação - Educação Especial LEPEDE´ES/UFSCar. Mestranda em Educação Especial pelo PPGEEs/UFSCar.

Práxis Educativa v.5 n.2

Downloads

Published

2010-12-30

Issue

Vol. 5 No. 2 (2010)

Section

Artigos

License

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Education policies for Special Education in Brazil: a brief historical background. Práxis Educativa, [S. l.], v. 5, n. 2, p. 173–194, 2010. DOI: 10.5212/PraxEduc.v.5i1.173194. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/982. Acesso em: 30 may. 2026.