ABSTRACT

This article is the result of research carried out in the State Education Network of Sergipe, Brazil, about the implementation of Special Education from the perspective of Inclusive Education, as recommended by Brazilian legislation and public policies. Therefore, the aim was to present the challenges and possibilities that intertwine the implementation of Special and Inclusive Education in the aforementioned locus. The study, of a qualitative nature, was developed under the aegis of the Content Analysis, and the interpretation of the data was based on six emerging categories: 1) Special Education; 2) Inclusive Education; 3) Teacher Training; 4) Teaching Professionality; 5) Collective Dimension of Pedagogical Work; and 6) Education Public Policies. The results revealed that there are signs of development of a Special and Inclusive Education, despite challenges such as lack of investment by the public power, leaving education in ruins and lack of continuing teacher training. However, possibilities were envisioned so that this context may be re-signified in the reality of the state of Sergipe.

KEYWORDS
Basic Education; Special Education; Inclusive Education; Public education; Education in Sergipe