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.
KEYWORDS:
Special Education; Alagoas; Enactment theory
Source: Elaborated by the authors based on the legal documents.