SPECIAL EDUCATION IN AN INCLUSIVE PERSPECTIVE ANALYZED FROM THE FREIREAN PEDAGOGY PRINCIPLES

Abstract

This article aims to present the contributions of Paulo Freire’s trajectory to think about the current context of special education in an inclusive perspective. In this way, we conducted a qualitative research with a bibliographic cut from six Freire’s works and established a dialogue with the theme of Special and Inclusive Education. We sought to explore aspects of the author’s writings to debate the theme, since he did not write directly on the topic, but debated it, deeply, in his works – which was a possible perception when analysis of his writings were carried out. We noted that Paulo Freire fought a lot for education and sought to combat prejudice, discrimination and segregation. His thinking contributes to sharpen the view on teacher education, respect for differences, respect for different knowledge and ways of learning, dialogue, generosity, hope, in short, on diversity. We found that Freirean principles – political, axiological, gnosiological and epistemological – envisage possible ways for us to live in society, based mainly on equity, which allows us to think about a special education that can be really inclusive. Thus, we understand that inserting Freire’s thinking in the field of Special and Inclusive Education is to explore the magnitude of his teachings.