Os conceitos de Educação e Aprendizagem ao Longo da Vida: aspectos históricos e a Educação Especial Brasileira

Abstract

This study aims to analyze and understand the concepts of Lifelong Education (ELV) and Lifelong Learning (ALV), their historical aspects and their significance from their appearance in the Brazilian legislation on Special Education and / or on people with disabilities / special needs and in international documents Convention on the Rights of People with Disabilities and the Incheon Declaration adopted in 2015 in South Korea and its Education Action Framework 2030. It also aims to analyze the possible intentions of the legislator and the implications that could occur from the insertion of these concepts (ELV and ALV): - in law No. 13,146 / 2015 Brazilian Inclusion Law (Statute for Persons with Disabilities); - in Law nº 13.632 / 2018 which modifies LDB nº 9394/1996; - in the new policy for Brazilian Special Education, entitled “National Special Education Policy: equitable, inclusive and with lifelong learning” (PNEE), instituted by Decree nº 10.502 / 2020 and prepared by MEC to replace the document “National Policy of Special Education Program in the Perspective of Inclusive Education ”(PNEEPEI), 2008. The new PNEE was suspended by precautionary measure by the Supreme Federal Court - STF, in December 2020, after proposing a Direct Action of Unconstitutionality - ADI with the justification that this new Policy represents a setback for the education of people with disabilities. The study also aims to analyze and comprehend the concepts of Equity and Inclusion which also compose the qualifying terms of the new PNEE. It is characterized as an exploratory, qualitative research, carried out through documented and bibliographic study. In the documented investigation, a survey of the national legislation of Special Education was carried out, which brings the concepts of ELV and ALV in the period from 2015 to 2019. The bibliographic research subsidized the analysis of these documents through the search for understanding the social, economic and political context in which they were produced and determined. As a theoretical contribution, we sought the fundamentals of Historical-Cultural Theory and conceptual analysis, the understanding of the studied concepts - ELV and ALV as central and equity and inclusion, in a secondary way. In the survey carried out in order to verify the existence of productions with this theme in the Brazilian Digital Library of Theses and Dissertations (BDTD), in Capes and Scielo, in the period from 2015 to 2019, it was found that there is a quite significant number of productions theorists that deal with the theme of ELV and ALV, but most unrelated with these concepts from the area of Special Education and / or the person with disabilities/SEN, which expands the relevance of this investigation. Studies have shown that the ELV and ALV concepts appear at a time of worldwide transformations caused by globalization, by the acceleration of information and communication technologies, in the perspective of a new education for the 21st century, with another meaning acquired by neoliberal conceptions of society, state and education and by economic and political interests. In the Brazilian legislation related to the area of Special Education and / or people with disabilities/SEN, these concepts (ELV and ALV) appear in the midst of changes which have been linked to the loss of financial resources and the dismantling of the rights that make up our legal framework regarding this area and these people. The main intention of the legislator seems to be to print the neoliberal measures that lead to the retreat of the role of the State in the field of social policies, opening space for private, market and non-market organizations in the implementation of actions in the social field. The concept of equity is a fundamental principle for the effectiveness of everyone's right to school education, assuming, for this, equal opportunities of access and school permanence in which the learning of scientific contents is ensured for all students. It is in this context that specialized institutions of special private-assistance education have their place guaranteed in the propositions of educational policies and that Law No. 13.632 / 2018 is included in the amendments to the LDB, as it has been seen in the political positions when regulating the Law of National Fund for the Development of Basic Education and Valorization of Education Professionals (FUNDEB), at the end of 2020 and the new PNEE for Special Education. These changes reveal the process of release of the State with Special Education towards the accelerated process of privatization of Education in Brazil.