EDUCAÇÃO ESPECIAL/INCLUSIVA: UM RECORTE, NO MUNICÍPIO DE CAMETÁ/PA

This article, themed “Special/Inclusive Education: A Possible Reflection in the Municipality of Cametá/PA,” presents theoretical and practical discussions on public education policies and how these policies are truly reflected in the interests of the diverse individuals who require education. The objective is to reflect on the historical context of Special/Inclusive Education, considering the reality of the social context and the specific needs of each student in the process of school learning. The article presents the theoretical framework of authors such as Gil (2005), Mantoan (2003), Glat (2000), Mittler (2003), Freire (1996), and other theorists who have contributed immeasurable reflections on the inclusive process and its benefits to Special/Inclusive Education in the school context. The methodology employed is a study of bibliographic references from authors who address Special/Inclusive Education, as well as documents and laws that portray this entire process and Special/Inclusive Education in the municipality of Cametá/PA. In summary, it was observed that the inclusion of students with disabilities in the educational context in Cametá has not yet become a concrete reality because, in this context, the educational establishments, more specifically, the Multifunctional Rooms that offer Specialized Educational Assistance (AEE), do not have adequate or adapted infrastructure; there is also a lack of didactic, pedagogical, and technological resources, as well as the absence of a proactive policy favorable to the continuing education of professionals who work with students with disabilities, the target audience of Special/Inclusive Education.