O direito à educação na perspectiva da pedagogia histórico-crítica e a educação especial

Abstract

This article inserts in a debate about Education Rights to students with disabilities attended in a common, school in historical- critical pedagogy, which is based in dialectical materialism. Using bibliographic and documentary analysis procedures (legislation), there is a historical-educational reflex. The history of Education in Brazil shows an elite service at the detriment of those who lived (and live) of manual labor. In the stream of normalized Education, the beginning of access to those who belonged to the elite can also be seen in the History of Special Education. It is only in the Federal Constitution of 1988 that Education as a right is advocated in Brazil, as a result of social movements, including, here, people with disabilities. Based on the concept of humanization, it is argued that the right to Education, to be effective, needs to guarantee full conditions of access to people and people with disabilities to schooling, understood as the process of transmission-appropriation of systematized knowledge, historically and collectively for humanity.