Contribuição da pedagogia histórico-crítica para educação especial

Abstract

This article analyzes the contributions of Historical-Critical Pedagogy to Special Education, understanding education as a process of human formation and the socialization of knowledge historically produced by humanity. The study aimed to analyze how this pedagogical theory can contribute to guaranteeing the right to education and to the effective inclusion of students who are the target audience of Special Education. This is a qualitative, bibliographic study grounded in historical-dialectical materialism, carried out through the analysis of books, scientific articles, and legal documents related to the subject. Initially, the foundations of Historical- Critical Pedagogy, its historical context, and its conception of human formation are presented. Subsequently, the historical trajectory of Special Education, the main legal frameworks, and the material conditions necessary for the implementation of school inclusion are discussed, with emphasis on the reality of the state of Tocantins. The findings show that, although there have been advances in inclusive educational policies, challenges related to material conditions, teacher education, and the guarantee of access to systematized knowledge still persist. It is concluded that Historical-Critical Pedagogy offers important contributions to Special Education by advocating an education committed to humanization, the appropriation of scientific knowledge, and the integral development of students, understanding inclusion beyond access to and permanence in school, as an effective guarantee of the right to learning.