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Educação Especial no Rio Grande do Norte
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Nesse trabalho buscou-se apresentar a história da educação especial ao longo do seu desenvolvimento no Brasil, com ênfase nos resultados encontrados em um dos Estados membros denominados de Rio Grande do Norte (RN) no período de 1970 a 2019. Para tanto, foram traçados os objetivos de se fazer um mapeamento histórico das ações e políticas de educação especial no RN, bem como de se buscar identificar o processo ligado à criação do Centro Estadual de Educação Especial (CEESP) (1970-2019), com análise de seu Projeto Político-Pedagógico (PPP). Os métodos de pesquisa são amparados em ampla pesquisa bibliográfica relacionada ao tema, bem como pesquisas em bancos de dados governamentais. Entre os resultados obtidos, destaca-se a possibilidade de traçar o percurso histórico do desenvolvimento da educação especial nesse Estado e localizar o Centro de Educação Especial de Natal como a primeira e efetiva ação prática por parte do poder público regional que permaneceu viva, permitindo acompanhar as mudanças ao longo das quatro últimas décadas, tanto nas adaptações aos conceitos quanto nos serviços oferecidos à comunidade. Os resultados encontrados possibilitaram entender que a história da educação especial no RN esteve vinculada às ações públicas nacionais que, por sua vez, obedeciam a anseios da sociedade civil organizada em âmbito internacional, reverberando na estrutura política de um regime fechado na década de 1970, mas que em ondas cada vez maiores permitiu mudanças significativas na vida e no aparato conceitual do que seja uma verdadeira educação integral.
In this work, the aim was to present the history of special education throughout its development in Brazil, with an emphasis on the results found in one of the member States, called Rio Grande do Norte (RN), during the period from 1970 to 2019. To this end, the objectives were set to conduct a historical mapping of special education actions and policies in RN, as well as to identify the process related to the creation of the State Center for Special Education (CEESP) (1970-2019), with an analysis of its political-pedagogical project (PPP). The research methods were based on extensive bibliographic research related to the topic, as well as research in government databases. Among the results obtained, the possibility of tracing the historical path of the development of special education in this State stands out, locating the Special Education Center of Natal as the first and effective practical action by the regional public authority, which remained active, allowing the monitoring of changes over the past four decades, both in the adaptation of concepts and in the services offered to the community. The results found made it possible to understand that the history of special education in RN was linked to national public actions, which, in turn, responded to the demands of organized civil society on an international level, reverberating in the political structure of a closed regime in the 1970s but, in increasingly larger waves, allowed significant changes in the life and conceptual apparatus of what true integral education should be.
In this work, the aim was to present the history of special education throughout its development in Brazil, with an emphasis on the results found in one of the member States, called Rio Grande do Norte (RN), during the period from 1970 to 2019. To this end, the objectives were set to conduct a historical mapping of special education actions and policies in RN, as well as to identify the process related to the creation of the State Center for Special Education (CEESP) (1970-2019), with an analysis of its political-pedagogical project (PPP). The research methods were based on extensive bibliographic research related to the topic, as well as research in government databases. Among the results obtained, the possibility of tracing the historical path of the development of special education in this State stands out, locating the Special Education Center of Natal as the first and effective practical action by the regional public authority, which remained active, allowing the monitoring of changes over the past four decades, both in the adaptation of concepts and in the services offered to the community. The results found made it possible to understand that the history of special education in RN was linked to national public actions, which, in turn, responded to the demands of organized civil society on an international level, reverberating in the political structure of a closed regime in the 1970s but, in increasingly larger waves, allowed significant changes in the life and conceptual apparatus of what true integral education should be.
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Palavras-chave
Educação Especial História Política Rio Grande do Norte Special Education History Educational Policy