Processos de escolarização: análise sobre as políticas da escola de educação básica na modalidade educação especial

Abstract

The proposed study constitutes the analysis of theoretical references inherent to the contextualization of Special Education policies in the state of Paraná and on the formation and practice of the teacher resolved as processed in daily life, in order to assign meaning and resignified between school, teacher and student and, also, based on the analysis of Special Education as a modality of school education. Thus, understanding the historical and political processes of inclusion in the state of Paraná, becomes essential for the work developed in specialized schools, contributing to knowledge and doing in pedagogical practice, with the guarantee of the rights of people with disabilities and directing the teaching process for quality education. Analyzing the challenges and possibilities in relation to the pedagogical practices developed in specialized schools, requires an understanding that it is necessary to direct actions so that the students' developments are promoted, ensuring the rights to learn, respecting the potential and student specificities.