{"data":{"id":"10.6084/m9.figshare.7243547","type":"dois","attributes":{"doi":"10.6084/m9.figshare.7243547","prefix":"10.6084","suffix":"m9.figshare.7243547","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"Mônica De Carvalho Magalhães KASSAR","affiliation":[],"nameIdentifiers":[]},{"name":"Andressa Santos REBELO","affiliation":[],"nameIdentifiers":[]}],"titles":[{"title":"Approaches of Special Education in Brazil between the End of the 20Th Century and the Beginning of the 21St Century"}],"publisher":"SciELO journals","container":{},"publicationYear":2018,"subjects":[{"subject":"130199 Education systems not elsewhere classified","subjectScheme":"FOR"},{"subject":"FOS: Educational sciences","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Educational sciences","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"160506 Education Policy","subjectScheme":"FOR"},{"subject":"FOS: Political science","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Political science","subjectScheme":"Fields of Science and Technology (FOS)"}],"contributors":[],"dates":[{"date":"2018-10-24","dateType":"Created"},{"date":"2018-10-24","dateType":"Updated"},{"date":"2018","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsSupplementTo","relatedIdentifier":"10.1590/s1413-65382418000400005","relatedIdentifierType":"DOI"}],"relatedItems":[],"sizes":["45056 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"ABSTRACT: There is a growing body of research devoted to the study of the policy of Special Education and inclusive education in Brazil and its characteristics. From the knowledge of this literature, this paper aims to analyze possible changes in perspectives in the Brazilian education public policy directed at students of Special Education from 1974-2014. For the development of this work, official documents and data provided by the Brazilian Ministry of Education and National Institute of Pedagogical Studies Anísio Teixeira (INEP) were consulted. This material was analyzed through the literature on Special/inclusive Education and education policy, from the perspective that education policy is part of the set of social policies that, more clearly from the promulgation of the 1988 Constitution, are conceived and implanted in the tension between different forces: entities in defense of public spaces, non-governmental institutions and international organizations, within the contingencies of each historical moment and economic constraints in the period. It concludes by highlighting challenges to be faced, especially regarding the targeting of public resources and the forms of assistance 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