Política de reconhecimento na Amazônia: ações, desafios e perspectivas da educação especial em Manaus.

Abstract

This article aims to reflect on the question of identity, more specifically on the identity of the person with disability. It reviews the contribution of some authors and is based on the research on recognition policy in the municipal education network of Manaus. Its target audience are people with disabilities and the relation between public policy and identities. Thus, identity in the contemporary scenario represents a process of continuous construction, which can be negotiable and revocable throughout life, and which depends on the choices we make and the context of a social group. In its quest to build inclusive educational systems/groups, the National Special Education Policy in the Inclusive Education Perspective of 2008 presents inclusive education as a political, cultural, social and pedagogical action, unleashed in defense of the right of all students to learn and participate together, without any kind of discrimination. Therefore, this policy seeks to overcome not only barriers to the promotion, participation and learning, but also the autonomy of Special Education students. According to this policy, institutions must be organized with a curriculum and strategies that meet their specificities and subjectivities.