A macroscopic Brazilian view of the gaps in Special Education in the Inclusive Perspective (EEPI) in the context of Professional and Technological Education (EPT)

Abstract

The genealogy and development of Professional and Technological Education (EPT) and Special Education from an Inclusive Perspective have historically been marked by exclusion, accentuation of social asymmetries and educational dualism. Thus, these modalities present convergences and interfaces because they were created to serve disadvantaged groups, providing  forms of employment and job training for those who could negatively affect the capitalist system, to the detriment of the development of intellectual capacities, skills and competencies based on the omnilateral perspective. In view of this, this study aims to identify similarities and differences in the implementation of special education from an inclusive perspective, within Professional Technological Education (EPT), recognizing the gaps that need to be filled to guarantee an omnilateral education that respects the singularities of learners, at all levels and modalities. Given the above, the methodology employed was a combination of bibliographical and documentary research, based on a qualitative perspective, aimed at answering the guiding question: what are the existing limitations of Special Education from an Inclusive Perspective (EEPI) for application in Professional and Technological Education (EPT) in the teaching-learning process in contemporary times? In short, combining these two perspectives faces a range of challenges, including the lack of sufficient financial resources and inadequate teacher training.