Educação especial na perspectiva inclusiva no Brasil: análise da influência internacional no contexto local

Abstract

Special Education Policies in the Inclusive Education Perspective were strengthened from a global agenda, emphasized in the 1990s. In Brazil, these policies strongly impacted the educational system. In this scenario, it is possible to detect the influence of international organizations, based on the concepts of transfer and adoption of public policies. This article discusses how international guidelines on Inclusive Education were adopted in Brazil, based on proposals for teacher training for working with students with disabilities and the formulation of policies for the countryside. As a result, it is possible to see that the Special Education Policies proposed by international organizations found fertile ground in Brazil, as the local context already had a tradition in the formulation and implementation of these policies carried out on internal agendas. It can be seen that, despite the influence of international organizations, there have been internal changes in Special Education Policies in Brazil, favored by epistemic communities and local social movements.