Policies for special education and recontextualization in the state of Santa Catarina

Abstract

Special Education in Brazil, with a specific focus on the State of Santa Catarina. Special Education in Brazil is governed by a series of policies and legislation that aim to ensure access and inclusion of students with disabilities, global developmental disorders, and high abilities/giftedness in the educational system. Consequently, Santa Catarina adopts national guidelines for Special Education and also develops specific policies and actions to meet the needs of the Santa Catarina population. This text aims to answer the following guiding question: how is the organization of public policies for Special Education configured in Brazil and in Santa Catarina, in light of the contexts of influence, legislative development, and implementation processes? It has the objective of analyzing the organization of public policies for special education in Brazil, with an emphasis on the State of Santa Catarina, based on qualitative, bibliographic, and documentary research. For the analysis, the policy cycle was used, an analytical and flexible method proposed by Stephen Ball and Richard Bowe. The research results indicate that there is a consonance between the context of influence and the production of legal texts in the state of Santa Catarina. The study concludes that in the context of practice, a reorganization of guidelines occurs, which enables the implementation of different actions, some of which are innovative in relation to the macro context.