SCHOOL INCLUSION IN BRAZILIAN EDUCATION BASED ON SCHOOL CENSUS DATA

Abstract

This article aimed to analyze the changes recorded by the School Census between 2020 and 2024, seeking to understand what the evolution of indicators related to Special Education reveals about the inclusion process in Brazilian education. To this end, a study with a qualitative-quantitative approach—bibliographic and documentary in nature—was conducted, drawing primarily on data from the Basic Education School Census and academic studies published between 2020 and 2025. The analysis examined enrollment growth, student presence in general education classrooms, Specialized Educational Services, and accessibility conditions discussed in the selected literature. The results showed a significant increase in Special Education enrollments and a continuous expansion of these students' integration into regular education, accompanied by a reduction in participation in special classes. However, it was found that the growth in access does not match the pace at which support and accessibility conditions are expanding. The study concludes that while Brazilian education has made quantitative progress toward inclusion, it still faces challenges in ensuring student retention, participation, and learning under adequate conditions.