La configuración de circuitos escolares diferenciados en las derivaciones a educación especial de niños/as en contextos de pobreza - Differentiated school circuits in transfer processes to special education of children in poverty environment

In this paper research advances in special education field are presented, which purpose of study are transfers processes from standard to special education of children at poverty environment. Since research is based on the interest to document and make visible the highly naturalized frames of daily school life, it is suggested that transfer processes to special education represented in the interventions of the Center for Alternative and Complementary Services would alert of possible complex and contradictory processes of inclusion / exclusion of the school. On the one hand, it is followed the line of conceptions that consider poverty contexts mean a "deficit" in relation to the educational possibilities of children, inscribing it as a lack, deficiency, not only social and economic, but also cultural and symbolic, and with it the need to think of a "right" and "differentiated" educational offer. On the other hand, this educational offer is identified with special education through the activities of the Centers of Alternative and Complementary Services, thereby constituting differentiated school circuits that would link poverty with special education, "pathologizing" social and economic inequalities within the education system.