HISTORY OF SPECIAL AND INCLUSIVE EDUCATION IN BRAZIL

Abstract

The article addresses the historical and critical trajectory of special and inclusive education in Brazil, highlighting legal frameworks, pedagogical practices and contemporary challenges to consolidate school inclusion. The research aims to analyze how historical and political changes contributed to the expansion of the educational rights of people with disabilities, focusing on the articulation between public policies and pedagogical practices. The methodology used is qualitative, based on bibliographic review and documentary analysis, covering legislation, guidelines and academic studies that discuss the evolution of school inclusion in the country. The results show significant advances, such as the increase in enrollment in basic education, especially in elementary education, driven by policies such as the National Education Guidelines and Bases Law (LDB) and the Brazilian Inclusion Law (LBI). However, challenges persist, including cultural resistance, inadequate teacher training, insufficient teaching resources and the difficulty of transitioning to secondary education. The discussion highlights the importance of integrated efforts between governments, schools and society to overcome barriers and promote educational equity. It is concluded that school inclusion is a fundamental right and a collective responsibility, requiring investments in teacher training, pedagogical resources and adapted infrastructure to guarantee a truly inclusive education.