School Inclusion Policies: Advances and Challenges for the Education of Students with Disabilities in Brazil
School Inclusion Policies: Advances and Challenges for the Education of Students with Disabilities in Brazil
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1662Keywords:
School inclusion. Human rights. Educational policies. Disability. Educational legislation.Abstract
This study explores the historical development and legal foundations of Brazilian policies on school inclusion, highlighting both the achievements and the ongoing challenges in ensuring access and retention of students with disabilities in education. Since the Federal Constitution of 1988, inclusion has been established as a core principle of national education, later reinforced by key frameworks such as the Law of Guidelines and Bases for National Education (LDB), the National Education Plan (PNE), the National Policy on Special Education from the Perspective of Inclusive Education, and, more recently, the Brazilian Inclusion Law (LBI). Based on a bibliographic review and official documents, the analysis reveals that, despite important normative advances, barriers related to school infrastructure, teacher training, and cultural attitudes remain. Strengthening intersectoral actions, promoting continuous teacher education, and encouraging pedagogical practices grounded in equity and human rights are essential.
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Copyright (c) 2025 Gésio da Silva Barros , Gilcileide Cardoso da Silva , Marcos Magno Ramos da Silva , Ivana Pereira e Pereira , Atanildo de Sousa Mendes (Autor)
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