Special Education Policies in the State of Alagoas

ABSTRACT: This paper presents an analysis of the Special Education policies produced and enacted in the State of Alagoas, Brazil (1990-2018). The theoretical framework is based on the policy cycle approach, enactment theory and concepts of Pierre Bourdieu's theory. The research data were collected through documentary analysis, semi-structured interviews and classroom observations, having been submitted to the relational analysis proposed by Bourdieu. It is argued that there is a tendency in the State of Alagoas to reproduce/recontextualize national policies, resulting in policies with a low capacity for articulation with reality, as well as with the needs of the subjects. The results indicate limited autonomy in the production of legal texts that normalize Special Education and insufficient presence of the State in guaranteeing the minimum conditions for the enactment of these policies in Alagoas. As a consequence, the difficulties in transforming the educational system into an inclusive space are exacerbated.

摘要：本研究针对巴西阿拉戈斯州（Alagoas）1990年至2018年间制定并施行的特殊教育（Special Education）政策展开系统性分析。本研究的理论框架源自政策周期路径、政策实施理论以及皮埃尔·布迪厄（Pierre Bourdieu）的相关理论概念。研究数据通过文献分析、半结构化访谈与课堂观察三种方式收集，并按照布迪厄提出的关系分析方法进行处理。研究认为，阿拉戈斯州存在复刻或再语境化国家政策的倾向，由此产生的特殊教育政策难以与当地现实及服务对象的需求形成有效衔接。研究结果显示，该州在制定规范特殊教育的法律文本方面自主性有限，且州政府在保障特殊教育政策落地所需的最低条件方面履职不足。这一现状进一步加剧了将教育体系转型为包容性空间的难度。