ABSTRACT
The objective of this text is to discuss how the definition of policies and current legislation in special education integrate the sociocultural environment and affect the relationships and social positions of the subjects involved within the school. We reflect upon the multiple dimensions of the environment based on the historical-cultural theory, as well as bring to analysis a teaching situation in the 5th year of a Brazilian municipal public school. We follow the interactional and enunciative-discursive movement, giving analytical visibility to the ways of participation of a student with intellectual disabilities. We argue about the pedagogical work in view of the student’s cultural development and we emphasize the social function of school in the humanization process, pointing out the contradictions of the policies that guide the macrostructural context.
Keywords
Special education; Inclusive education; Human development