Special education policies: analysis of the education plan and guidelines for Macapá-AP special education

Abstract

This article analyzes the conception of inclusive education from the goals for Special Edu-cation in the Municipal Education Plan (2015-2025) and in the Guidelines for Special Edu-cation (2012) implemented in Macapá, focusing on the analysis of the commitments as-sumed for the management of actions around the education of students with intellectual disabilities. The study was configured as a documentary research with a qualitative approach under the light of historical materialism, that considers the process of the studied phenom-ena and how they constitute the concreteness of neoliberal educational policies. For this purpose, it was used the speech analysis based on Bakhtin (2006) and Fairclough (2016) ideas. The methodology was analyzed the documents: 1) Municipal Education Plan (2015-2025), with emphasis on the goals for special education; 2) Guidelines for Special Educa-tion (2012), to capture whither the speeches presented reflects the process of inclusion of students with intellectual disabilities in Macapá. The results indicated an inclusive education far from being fully effective, due to the lack of understanding of its conceptions and foundations, as well as the scarcity of resources to the maintenance of Special Education. Therefore, the discourse of the documents indicates that the inclusion policy of people with disabilities, in a local character, follow the precepts of general policy embodied in the neoliberal model with a conservative clinical approach to disability.