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Um estudo comparativo entre as legislações portuguesa e brasileira no âmbito das políticas educacionais de inclusão dos alunos com necessidades especiais
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Abstract(s)
As tentativas de inclusão social, desde a promulgação da Constituição Federal de 1988, têm ganhado mais espaço em debates na área da educação especial, e trazido diversas reflexões e questionamentos acerca dos métodos e mecanismos que podem ser instituídos para promover o sucesso da inclusão das pessoas portadoras de deficiência, nas redes regulares de ensino, de forma equitativa, justa e igualitária. Desse modo, a presente dissertação tem como escopo analisar de forma sistêmica as legislações acerca dessa questão, de modo que seja possível compreender o contexto em que se inserem as políticas sociais de educação no Brasil e em Portugal. Ademais, também abordar-se-ão diversas considerações no que diz respeito aos contrastes entre as respectivas legislações, tornando possíveis algumas sugestões de intervenções que objetivam aprimorar essas legislações para que possam assegurar a inclusão social das pessoas portadoras de necessidades especiais dentro de uma realidade definitivamente concretizada tanto na teoria quanto em termos práticos.
Attempts at social inclusion, since the promulgation of the Federal Constitution of 1988, have got a better approach in debates into the Special Education Field, and besides bringing several thoughts and questions about the methods and mechanisms that can be performed to promote the successful inclusion of people with temporary or permanent disabilities, in regular education systems, in an equitable, fair and equal manner. Thus, this dissertation aims to systematically analyze the legislation on this theme, so that it is possible to understand the context in which social education policies are inserted in Brazil and Portugal. Furthermore, several preambles will also be addressed with regard to the contrastive analysis between the respective legislations, making it possible some suggestions for interventions that aim to improve local legislations in order to ensure the social inclusion of people with special needs within a definitive reality came true in theoretical and practical terms.
Attempts at social inclusion, since the promulgation of the Federal Constitution of 1988, have got a better approach in debates into the Special Education Field, and besides bringing several thoughts and questions about the methods and mechanisms that can be performed to promote the successful inclusion of people with temporary or permanent disabilities, in regular education systems, in an equitable, fair and equal manner. Thus, this dissertation aims to systematically analyze the legislation on this theme, so that it is possible to understand the context in which social education policies are inserted in Brazil and Portugal. Furthermore, several preambles will also be addressed with regard to the contrastive analysis between the respective legislations, making it possible some suggestions for interventions that aim to improve local legislations in order to ensure the social inclusion of people with special needs within a definitive reality came true in theoretical and practical terms.
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Keywords
Inclusão Necessidades especiais Legislação Educação inclusiva Special needs Legislation Inclusive education