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URI Permanente para esta coleçãohttp://200.137.215.59//handle/ri/1364

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A nova política de educação especial no Brasil: principais diretrizes do decreto nº 12.686/2025
(2025) Araújo, Michell Pedruzzi Mendes; Silva, Edeson dos Anjos; Trento, Sabrina da Silva Machado; Iglesias, Jacqueline de Oliveira Veiga; Jesus, Edna Maria de; Nogueira, Telmo Rosa; Souza, Marlon Bruno de; Valentim, Rayane Emanuelle de Oliveira; Silva, Kauê Paz Ribeiro da; Silva, André Costa da; Vasconcelos, Kyrleys Pereira
The Decree No. 12,686/2025 establishes the National Policy on Inclusive Special Education, reaffirming the right of students with disabilities, autism spectrum disorder, and high abilities to schooling in regular classes, articulated with Specialized Educational Assistance and pedagogical supports. Methodologically, this study adopts a qualitative approach, of exploratory and descriptive nature, based on bibliographic and documentary review. Decrees, legislation, and official documents related to special education and school inclusion policies in Brazil were analyzed, with emphasis on the new PNEEI. The analysis of the policy reveals structural limitations that may compromise its effectiveness, such as the absence of clear guidelines on funding, monitoring mechanisms, and federative responsibilities. Weaknesses are also identified in the definition of support services, in the articulation between teacher education and school demands, as well as gaps in evaluation and social oversight instruments. Therefore, although the decree represents a relevant normative milestone, its implementation requires adjustments and complementary actions to ensure concrete conditions for the consolidation of inclusive education in the country, such as guaranteeing high-quality initial, ongoing, and continuing teacher education.
Childhood and disability: historical conceptions and dialectical perspectives
(2025) Silva, Edeson dos Anjos; Ulrich, Claudete Beise; Drago, Rogério; Lacerda, Geisa Hupp Fernandes; Araújo, Michell Pedruzzi Mendes
This theoretical and bibliographic article revisits the historical constructions of the concepts of childhood and disability, analyzing them in light of the dialectical perspective defended by authors such as Ariès, Sarmento, Corsaro, Heywood, Kramer, and Vigotski. It argues that childhood, previously neglected as a social category, has come to be understood as a historical, cultural, and plural construction, influenced by factors such as class, gender, and context. Furthermore, the concept of disability, initially linked to biological determinism, is reinterpreted from a historical-cultural psychology perspective as a social phenomenon, emphasizing the decisive role of cultural mediations, inclusive pedagogical practices, and the school environment. Thus, it is argued that the school is a privileged space for promoting the overcoming of historical barriers, consolidating emancipatory, humanizing, and dialogical educational practices. Finally, it is reaffirmed that the articulation between childhood and disability requires policies and pedagogical actions that recognize the multiple childhoods and potentialities of each subject, overcoming exclusionary and adult-centered paradigms.
Educação inclusiva em números: uma análise segundo o censo escolar (2014 – 2024)
(2025) Silva, André Costa da; Silva, Kauê Paz Ribeiro da; Araújo, Michell Pedruzzi Mendes; Nogueira, Telmo Rosa; Vasconcelos, Kyrleys Pereira; Almeida, Wivianne Fonseca da Silva; Santos, Fábio Antônio Ferreira dos; Moreira, Maria Helania de Araujo; Silva, Mirella Claudino Oliveira; Brito, Joanaci Coutinho
Este artículo analiza la evolución de las políticas de educación inclusiva en Brasil a partir de datos del Censo Escolar entre 2014 y 2024, relacionándolas con los marcos regulatorios de la Ley de Inclusión Educativa (LBI) (Ley n.o 13.146/2015), el PNEE (Estándares Nacionales de Educación) y el Decreto n.o 7.611/2011. La investigación documental y bibliográfica examina indicadores de matrícula, infraestructura, servicios educativos especializados (SEA), trayectorias escolares y desigualdades interseccionales basadas en género, raza/color y nivel socioeconómico. Los resultados muestran avances en la expansión de la matrícula y la reducción de la repetición de grado, pero persisten asimetrías regionales y deficiencias en accesibilidad y formación docente. Se destaca la importancia de fortalecer los sistemas federales de gobernanza, financiamiento y monitoreo con datos desagregados y estudios longitudinales. Se concluye que la efectividad de la educación inclusiva depende de la coordinación de normas legales, recursos materiales, políticas intersectoriales y prácticas pedagógicas que garanticen el acceso, la retención y un aprendizaje de calidad para todo el alumnado.
Evasão escolar no Brasil: uma análise dos fatores determinantes e estratégias de combate
(2025) Sousa, William Carlos de; Araújo, Michell Pedruzzi Mendes; Cunha, João Paulo Medeiros da; Silva, André Costa da; Santos, Thaís Souza dos; Costa, Janaína Santana da
School dropout rates in Brazil represent a persistent challenge that extends beyond the educational sphere and profoundly impacts the economy, public health, and social security. It is estimated that the country loses approximately R$ 130 billion per year due to dropout and abandonment. These figures include lost income, reduced economic activity, and costs related to violence and healthcare. The study, based on a systematic literature review, distinguishes between "evasão" (dropout) and "abandono" (abandonment) and highlights the multifaceted factors that explain the phenomenon, encompassing socioeconomic, pedagogical, institutional, individual, and familial dimensions. Among the key determinants are the need to work—responsible for 41.7% of cases—teenage pregnancy, lack of interest motivated by unattractive curricula, and poor school infrastructure. The theoretical analysis also incorporates the critical notion of "school expulsion," emphasizing that student departures, particularly among Black, low-income, and LGBTQIA+ students, often result from systemic processes of exclusion. The article evaluates programs such as Brasil na Escola, Pé-de-Meia, PDDE (Direct Money in School Program), and Busca Ativa Escolar (Active School Search), highlighting the importance of integration between public policies and collaboration with civil society. It concludes that combating school dropout requires intersectoral strategies, inclusive curricula, socioeconomic support, investments in infrastructure, and anti-discriminatory policies.
A autoimagem de Alice: infância, deficiência intelectual e mediação na perspectiva da teoria histórico-cultural
(2026) Silva, Edeson dos Anjos; Drago, Rogério; Araújo, Michell Pedruzzi Mendes; Ulrich, Claudete Beise
This article analyzes the self-image of a student with an intellectual disability given the pseudonym Alice in light of Vygotsky’s historical-cultural theory. The study stems from doctoral research grounded in historical-dialectical materialism and historical-cultural theory; it was conducted at a municipal public school in the interior of Rio de Janeiro state, utilizing methods such as participant observation, interviews, and document analysis. The investigation focuses on interpreting a self-portrait created by Alice, viewing it as a form of symbolic mediation capable of expressing subjective, social, and cultural aspects of her school experience and her formation as a subject. Drawing on the premises of Vygotsky and his interlocutors, the study demonstrates that drawing, as a symbolic language, mobilizes higher psychological functions and enables the articulation between development and learning. The analysis indicates that Alice’s self-image cannot be reduced to a purely individual expression; rather, it must be understood as the product of social and cultural mediations shaped by representations of disability. The study concludes that intentional, mediated pedagogical practices are essential for fostering identity formation in individuals as they construct their identities and subjectivities, as well as for shaping how they view and perceive themselves within both the school (micro) and social (macro) environments.
Educação especial na perspectiva da inclusão e desenvolvimento psicossocial da criança: reflexões à luz da psicologia histórico-cultural
(2025) Soares, Valdete Teles Xavier; Araújo, Michell Pedruzzi Mendes; Drago, Rogério; Trento, Sabrina da Silva Machado; Dias, Israel Rocha; Silva, Edeson dos Anjos; Bravo, Dirlan de Oliveira Machado
The inclusion of children who are part of the special education population in the educational system has been widely discussed, but the consequences of this inclusion, especially in the psychosocial development of these children, still require further study. In this sense, this study seeks to analyze the implications of inclusive education on psychosocial development, addressing concepts and foundations of inclusive education, psychosocial development in childhood, and the relationship between historical-cultural psychology and special and inclusive education. It is assumed that, upon entering the school environment, the view that children have of themselves is already influenced by family perceptions, which do not always emphasize their potential, but rather their difficulties. Thus, the question is whether the inclusive school context reinforces the limitations or values the capabilities of these children and whether, as it is structured, inclusion contributes to psychosocial development or reinforces social disabilities. To answer these questions, the research uses a bibliographic review as an approach, exploring articles, books, and official documents, with the aim of identifying the challenges and benefits of school inclusion. The results of the study highlighted that inclusive education needs to go beyond compliance with legislation, such as Law 13,146/2015, and become a philosophy that recognizes the multiplicity of human beings and promotes equity.
O lugar da imaginação e da criação na formação psíquica da criança
(2025) Silva, Maria Angélica de Oliveira da; Araújo, Michell Pedruzzi Mendes; Soares, Valdete Teles Xavier
This essay, grounded in Vygotsky’s historical-cultural perspective, seeks to explore the concepts of imagination and creative processes, their manifestations in childhood, and their implications for psychological development. To this end, a qualitative bibliographic approach was adopted, drawing primarily on Vygotsky’s Imagination and Creativity in Childhood (2018), as well as Pedagogical Psychology (2003) and Psychology, Education, and Development (2021). The analysis of these works reveals that the Belarusian author conceives imagination and creativity in childhood through a social and historical lens, linking these processes to the acquisition of higher psychological functions. Within the framework of the historical-cultural theory, imagination and creativity are understood as inherent to human nature and as driving forces of development, which proves significant for understanding childhood and considering pedagogical implications.
O que o diagnóstico não diz: transtorno do espectro autista, trajetória educacional e formação da identidade
(2025) Guimarães, Katícia Martins; Araújo, Michell Pedruzzi Mendes
This article examines the processes of subjectivation related to the late diagnosis of Autism Spectrum Disorder (ASD) in autistic individuals within higher education, adopting a qualitative approach grounded in Historical-Cultural Psychology. Drawing upon the clinical listening experience of a participant diagnosed in adulthood, the study investigates the implications of social camouflaging, institutional mediations, and the construction of subjective meanings throughout the educational journey. The analysis interweaves symbolic, affective, and social elements, highlighting how diagnosis may function both as a tool for subjective reorganisation and as a marker of stigma—particularly within institutions that sustain inclusive discourses disconnected from effective practices. In this context, clinical practice emerges as a space of symbolic resistance, engaged listening, and the reconstruction of belonging. Accordingly, this article proposes a critical dialogue between psychology, education, and inclusion policies, emphasising listening as an ethical and political practice in response to the often- invisible suffering of autistic individuals with late diagnoses.
Um olhar à frente de seu tempo: Vigotski e a educação inclusiva
(2025) Silva, Maria Angélica de Oliveira da; Araújo, Michell Pedruzzi Mendes; Soares, Valdete Teles Xavier; Drago, Rogério; Trento, Sabrina da Silva Machado; Dias, Israel Rocha
This study aims to recover and present the contributions of Lev Semionovich Vygotsky in the field of inclusive education, highlighting how his ideas remain relevant today. His work serves as a foundation for a perspective that recognizes individuals with disabilities in their entirety, beyond their condition. Through a qualitative bibliographic study, we observe that Vygotsky developed a modern conception of inclusion, understanding that disabilities do not eliminate the social component of human development. He also defended the right of all individuals to be truly included in the social environment, as it is through interaction with the environment that individuals internalize elements of reality. Moreover, his perspective introduces the concept of social compensation, which is essential for understanding how the environment influences the psychological development of individuals with disabilities. In this regard, the school emerges as an important agent, as it provides a structured and adapted environment to meet the needs of children with disabilities.
Práticas aquáticas e a autonomia dos estudantes autistas: um estudo bibliográfico
(2025) Lício, Geovana; Araújo, Michell Pedruzzi Mendes
The main objective of this study is to understand the importance of aquatic practices for the development of autonomy in autistic individuals. To achieve this, bibliographic research with a qualitative approach was conducted, using electronic journal sites and the Capes Theses and Dissertations Catalog. As a theoretical framework, the assumptions of Historical-Critical Pedagogy and the Historical-Cultural Theory, by Saviani and Vygotsky, were adopted. The results revealed that aquatic practices contribute not only to the development of autonomy but also to confidence, independence, and socialization in autistic individuals, as well as positively impacting their motor, sensory, and cognitive development. Additionally, the study highlighted the relevance of teacher mediation and pedagogical practices in promoting children's progress, yielding satisfactory results. Thus, it is concluded that School Physical Education has the potential to shape a generation of critical and reflective individuals, fostering not only their physical abilities but also their personal, emotional, and social development.
O papel do professor na transformação da prática educativa inclusiva e a matemática
(2025) Milan, Davi; Araújo , Michell Pedruzzi Mendes; Alves, Maria Célia Campos; Raiol, Kassia Cristina da Silva; Silva, Miriam Teresinha Pinheiro da
This research addresses the transformation of contemporary educational practices in the teaching of mathematics, focusing on the personalization of teaching, educational inclusion and the transformative role of the teacher. Contextualized in the growing demands for innovation and equity in education, the research investigates how teachers can adapt their pedagogical practices to make the teaching of mathematics more accessible, meaningful, and effective for different student profiles. The central problem involves the need to understand and implement pedagogical approaches that promote inclusive and personalized mathematics education, based on the critical use of digital technologies and active methodologies. The general objective was to analyze how educational practices can be transformed to meet the needs of students in a dynamic and diverse context, especially in the teaching of mathematics, a discipline often associated with learning difficulties and resistance on the part of students. The Giftedean neoperspectivist paradigm, which integrates objective and subjective truths, the hypothetical-deductive method, which guided the formulation and testing of hypotheses, and the Bibliographic and Documentary Narrative Review (RBDN) were used for data collection and analysis. The main findings indicate that the use of technology can personalize the teaching of mathematics, favoring the development of logical thinking and problem solving; that educational inclusion improves student performance by offering differentiated support and adaptive strategies; and that the role of the teacher is crucial for this transformation, mediating mathematical knowledge and creating more dynamic and interactive learning environments. The gaps include the need for greater teacher training in educational technologies applied to the teaching of mathematics and longitudinal studies on the impact of these practices on student learning. Theoretical, empirical and methodological contributions enrich the educational field, offering valuable insights for the pedagogical practice of mathematics and for future research. The study adds value to education, science and society, promoting a more equitable mathematical teaching adapted to the demands of the twenty-first century.
A formação da(o) psicóloga(o) para educação especial e inclusiva: uma revisão bibliográfica
(2025) Silva, Raíssa Ellen Pereira da; Araújo, Michell Pedruzzi Mendes
Historically, Psychology in its practice has tended to be called upon to address teaching and learning demands, whether for students with or without disabilities. Moreover, it is noted that there are few or even no courses in Psychology programs in Brazil related to school inclusion, nor courses aimed at deepening knowledge and understanding of Special and Inclusive Education. Given this, we encounter a divergence: are trained psychologists prepared to work in schools, addressing the demands of Special and Inclusive Education? After all, what have psychologists been doing in schools? What is the relationship between Psychology and inclusion? The general objective of this research is to investigate the training of psychology professionals concerning school psychology, with an emphasis on Special and Inclusive Education. For this purpose, we use as a theoretical framework the authors Vygotsky and Paulo Freire, who share the same epistemological foundation— Marxism—to reflect on the connection between Psychology and Pedagogy. Thus, we conducted a qualitative exploratory study based on a narrative review on the Google Scholar platform, where we found five studies that contribute to the discussion of this theme. As a result of this investigation, we understand that psychologists are not trained with a focus on inclusion and have little contact with Special and Inclusive Education, despite being consistently called upon to respond to demands in this field.
“And what about us?”: poverty and social inequality from the perspective of brazilian adolescents
(2025) Rosa, Jullyana Silva; Souza, Guilherme Barbosa; Castro, Luiz Henrique Jardim de; Almeida, Maíra Lopes
Práticas pedagógicas e mediação nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e do desenho universal para a aprendizagem
(2026) Silveira, Eliana Passos da; Marques, Cristiano dos Santos; Sousa, Daíse Barcelos Lima de; Iglesias, Jacqueline de Oliveira Veiga; Araújo, Michell Pedruzzi Mendes
The present study seeks to understand pedagogical practices in the Early Years of Elementary Education as instruments of mediation in the process of human development, grounded in Historical-Cultural Theory and Universal Design for Learning (UDL). In light of Vygotsky’s perspective, development is understood not as exclusively determined by biological factors, but as constituted through social relations and cultural mediation, with the school serving as a privileged space for the development of higher psychological functions, such as memory, attention, and abstract thinking. Methodologically, this is a qualitative bibliographic study, articulated with teaching experience, which seeks to understand the relationship between pedagogical practices, human development, and school inclusion. In the field of pedagogical practices, the importance of intentional planning and teacher mediation in promoting learning is emphasized. In this context, UDL is presented as an approach that fosters the construction of inclusive practices by proposing multiple means of engagement, representation, and expression, thereby ensuring greater accessibility to the curriculum. As a contribution, inclusive pedagogical proposals are presented, such as the “Name Puzzle,” the “Association Domino,” and the “Classroom Museum,” which relate playfulness, cultural mediation, and accessibility.
Inclusão de criança autista em escola municipal dos anos iniciais do ensino fundamental em Goiânia/GO
(2026) Silva, Victória Gioconda Buencio; Araújo, Michell Pedruzzi Mendes; Silva, Raíssa Ellen Pereira da
Estágio curricular supervisionado nos anos iniciais do ensino fundamental: implicações para a prática pedagógica e a formação do pedagogo
(2026) Araújo, Michell Pedruzzi Mendes; Vasconcelos, Kyrleys Pereira; Almeida, Wivianne Fonseca da Silva
This article analyzes the supervised curricular internship as a central formative component in the constitution of pedagogical practice and the professional identity of pedagogues in the early years of elementary education. The study is grounded in the understanding that the internship constitutes a privileged space for articulating theoretical knowledge developed in initial teacher education with experiences lived in the school context. A qualitative approach of a bibliographic and documentary nature is adopted, drawing on classical authors in the field of education and on normative documents that guide teacher education in Brazil. The analysis indicates that the supervised internship promotes reflective processes regarding teaching work, contributing to the understanding of pedagogical practice as an ethical, social, and historically situated action. The findings also highlight the central role of pedagogical mediation carried out by the cooperating teacher, as well as the institutional limitations that affect the organization of the internship. It is concluded that the supervised curricular internship, when integrated into the curriculum and supported by qualified supervision, plays a structuring role in the education of pedagogues, strengthening a critical understanding of teaching in the early years of elementary education.
Educação especial na perspectiva inclusiva: uma análise teórica a partir do direito à educação
(2026) Nogueira, Telmo Rosa; Araújo, Michell Pedruzzi Mendes; Silva, André Costa da; Barbuio, Rodrigo; Cruz, Vanessa Aparecida da Silva
Special education has assumed a central role in contemporary educational debates, particularly following the consolidation of the inclusive education paradigm. In this context, this article aims to analyze the main theoretical and normative foundations that support special education from an inclusive perspective, as well as to discuss issues related to its implementation in school contexts. This study consists of a qualitative and narrative literature review, based on academic publications and official documents that address public policies, pedagogical practices, and teacher education related to students who are the target population of special education. The analysis highlights significant advances in normative and conceptual frameworks, especially regarding the overcoming of segregated models and the recognition of diversity. However, the literature also points to tensions between legal principles and school practices, emphasizing weaknesses in teacher training, curriculum organization, and the articulation between Specialized Educational Support services and regular education. It is concluded that the effective implementation of inclusive special education requires structural, pedagogical, and cultural transformations within educational institutions, reaffirming the school’s role in guaranteeing the right to education for all students.
Educação dialógica na era digital: contribuições do pensamento de Paulo Freire
(2026) Fonseca, Edimar Fonseca da; Araújo, Michell Pedruzzi Mendes; Leite, Kathia Maria Barros
The dissemination of digital culture and educational platforms has reconfigured ways of teaching, learning, and interacting, demanding reflections on the theoretical-pedagogical foundations that guide teaching practice. In this context, Paulo Freire's contributions remain fertile for thinking of education as a political, dialogical act committed to critical formation. This article discusses the relevance of dialogical education in the digital age, focusing on Freirean categories of conscientization and dialogue. The discussion articulates literature from critical pedagogy with studies on digital culture and technological mediation, problematizing the risk of re- editions of "banking education" in environments mediated by platforms, algorithms, and logics of surveillance. It is argued that, although technology is not inherently emancipatory, critical dialogue and the collective production of meaning can be enhanced through collaborative practices, digital authorship, and horizontal communicative processes. It is concluded that the Freirean perspective on education contributes to challenging instructional models and reinforces the relevance of conscientization as a guiding element for critical formation in the digital society, offering theoretical foundations for teacher training, for the debate on educational policies, and for the construction of educational processes aligned with democracy.
Inclusão de estudantes público da educação especial nas aulas de Ciências da Natureza nos anos iniciais e finais do ensino fundamental
(2026) Santos, Isadora de Paula; Soares, Valdete Teles Xavier; Araújo, Michell Pedruzzi Mendes
This research sought to understand the inclusion of special education students in Natural Science classes in the early and final years of Elementary School, through a qualitative approach of a bibliographic nature. The searches were conducted in the Capes Catalog of Theses and Dissertations, Google Scholar, and field-specific journals, covering the period from 2010 to 2023. Grounded in Vygotsky’s Historical-Cultural Theory, the analysis included ten studies related to the theme. The results indicate that the effectiveness of inclusion requires the teacher to create a favorable learning environment, with adaptations in content, pedagogical strategies, and teaching materials, so as to foster the students' development.
Entrelaçando saberes na educação especial: uma revisão bibliográfica sobre o papel do trabalho colaborativo na inclusão escolar
(2026) Mozer, Thiago de Aquino; Drago, Rogério; Araújo, Michell Pedruzzi Mendes; Dias, Israel Rocha; Santos, Yasmin Rocha dos; Freitas, Rafaela Vicente Lovato; Souza, Priscila Mara Azevedo de; Paraguassú, Paulo Soares Santos
This article aims to analyze the potential of collaborative teaching as a strategy to promote the teaching and learning process of students with disabilities. The study is justified by the importance of understanding the interactions between teachers in regular education and collaborating teachers in special education, in order to improve pedagogical practices that guarantee the effective participation of students with special educational needs. Several databases and journals were searched to achieve the proposed objectives, such as: the CAPES Theses and Dissertations Database, the Virtual Library of the Federal University of Espírito Santo, and Google Scholar, searching for collaborative teaching, co-teaching, pedagogical practices, and inclusive education. The analysis of the selected papers revealed important shifts in the debate on collaborative work as a strategy for achieving school inclusion, although challenges remain regarding initial and ongoing teacher training, time for joint planning, and institutionalization of collaborative practices in schools. It can be seen that enhanced collaboration relies on the consolidation of public policies and well-founded ongoing teacher training, so that teaching can, in fact, become not only collaborative but also inclusive.

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