PUBLIC POLICIES AND LEGAL FRAMEWORKS FOR INCLUSIVE EDUCATION IN BRAZIL

Abstract

This article analyzes public policies and legal frameworks for inclusive education in Brazil, addressing their historical development, advances, challenges, and perspectives. Inclusive education, fundamental for promoting an equitable society, is ensured by a series of legislations that aim to guarantee the right to education for all. Based on a qualitative approach, including bibliographic and documentary research, legal documents, academic studies, and educational policies were reviewed, such as the Federal Constitution of 1988, the National Education Guidelines and Framework Law (1996), and the Brazilian Inclusion Law (2015). The research revealed that despite significant progress, such as strengthened pedagogical and architectural accessibility, barriers related to insufficient infrastructure, inadequate teacher training, and sociocultural resistance persist, limiting the full implementation of inclusive policies. The analysis highlights the importance of articulated and intersectoral strategies that promote the use of assistive technologies, investments in teacher qualification, and greater societal awareness. It concludes that strengthening existing policies, combined with new empirical studies investigating the perceptions of managers, teachers, and students, is essential to consolidate inclusive education as a universal right and a mechanism for building a more just and democratic society. The article contributes to the debate by identifying gaps and proposing pathways to enhance inclusive practices in Brazil.