Abstract:
The article proposes to resume the theoretical discussion that influenced the Brazilian National Policy on Special Education in the Perspective of Inclusive Education, with the aim of reflecting on its effects after a decade of its implementation. We revisit issues that constitute the debate in the area, taking as its central axis the analysis of its conceptual basis - the adjective special and the idea of inclusion - considering it under the aegis of Modernity. In addition, we highlight a dilemmatic structure that supports fundamental issues in Special Education, as well as warn about the strength of a certain ambivalence and tension that policies and speeches engendering Special Education intend to overcome.
Keywords:
Special Education; Inclusion; Educational Policy; Modernity; Value Tensions