Organização e estrutura do sistema educacional no Brasil e na Alemanha com foco na Educação Especial

Abstract

The organization and structure of the educational system, as well as the processes through which special education, both in Brazil and around the world, is systematized is a widely discussed topic in universities and society in general. In this way, this research report follows the precepts of a documentary analysis with the general objective of describing and analyzing the structure of the Brazilian and German educational systems, seeking to understand similarities and distances from the regulations through which special education is articulated, based on of the Salamanca Declaration and as specific objectives: a) map the state, in both countries, with the highest number of overall enrollments; b) analyze legislative proposals on the educational system: Declaration of Salamanca; Federal Constitutions, Law of Guidelines and Bases of Education and Special Education Policy, of the two countries, in addition to the documents released by the State Department of Education and State Council of Education of the chosen federative entity and c) characterize and contextualize the perspective of the right to schooling of people with disabilities in Brazil and Germany. To this end, an analysis was carried out on documentary, public archive and written sources. As results, we can summarize that, although both countries claim to ensure the right to education for all, it is possible to observe that an educational system strongly focused on professional and economic training, such as the German one, may present disadvantages in terms of equal access. . On the other hand, in Brazil, the educational situation faces substantial challenges, including poor infrastructure, lack of teacher training and marked inequalities between public and private schools. These factors contribute to an environment where many students face difficulties in accessing quality education for all, exacerbating existing disparities.