O Campo Acadêmico da Educação Especial no Brasil

Abstract

The goal of this research was to analyze the constitution of the academic field of Special Education in Brazil from the elements related to its institutionalization. It was characterized as a qualitative research, of documentary and bibliographic style. The theoretical framework was based on the contributions of Pierre Bourdieu, mainly on the concepts of field, scientific and university field, capital and habitus. Contributions from authors who address the institutionalization of fields (GÓMEZ CAMPO; TENTI FANFANI, 1989; SUASNÁBAR; PALAMIDESSI, 2007); theoretical and methodological aspects of the academic field (HEY, 2008; STREMEL, 2016, 2017); and specific aspects of history and policy of Special Education, Inclusion and Inclusive Education were used as a theoretical foundation. Through a methodology based on the Grounded Theory (CORBIN and STRAUSS, 1990) and using the relational analysis for data analysis, this research involved the collection of a series of data referring to antecedent and constituent elements of the academic field. It is argued that Special Education in Brazil constitutes an academic field with different instances of institutionalization, having as its initial landmark the creation of Initial Teacher Training specific training for Special Education in the universities, in the 1960s. Subsequently, specific habilitation training for Special Education in Pedagogy undergraduate course was created; Post-Graduate Programs in Special Education and related areas; Research Lines in Post-Graduation Programs; Research groups; Specific Undergraduate Courses in Special Education (initial teacher training); creation of specialized journals; Working Groups in Scientific Associations; Specific scientific association; creation of specialized events and the emergence of research networks. The results showed that Special Education is characterized: a) as a comprehensive academic field in relation to its designations (Special Education, Inclusive Education, Inclusion), scientific productions shared with other areas of knowledge, the number of Lines, Groups of research and disciplines in Pedagogy Courses; b) by the slow expansion in the offer of specific Undergraduate and Postgraduate Courses in Special Education in the face-to-face and fast in Undergraduate and Postgraduate Courses (Specialization) in the private sphere and in the Distance Education modality; c) the significant expansion of scientific production shared with other areas of knowledge; d) the concentration of academic assets in the Southeast and South regions; e) by field agents whose habitus is aimed at the production and management of academic goods, in a space of competitive struggle for scientific authority, academic truth and peer recognition. The finding of Special Education as an academic field implies the need to expand research whose objects are characterized by the antecedent and constituent elements of the field. We highlight the need for actions that promote the strengthening of the academic field and its influence in the search for public, free and quality Special Inclusive Education in the context of Brazilian Education.