EDUCATIONAL RIGHTS OF STUDENTS WITH DISABILITIES IN BASIC EDUCATION (2015–2025): THEORETICAL ESSAY WITH NARRATIVE REVIEW AND DOCUMENTARY ANALYSIS

Abstract

This theoretical essay examines the enforcement of educational rights for students with disabilities in Brazilian public basic education (2015–2025) through a narrative review and documentary analysis of legal frameworks and jurisprudence. Although the normative framework is consistent (UNCRPD, LBI, LDB), implementation remains uneven, constrained by structural and cultural barriers within school systems. Grounded in Fraser’s theory of justice (redistribution, recognition, and representation), the study interprets the gap between what is prescribed by law and what occurs in everyday school practices, revealing deficits in teacher training, curriculum flexibility, federative coordination, and monitoring. The paper argues that inclusion fails not due to a lack of legislation but due to managerial and governance decisions. It recommends establishing verifiable goals (T+12/T+24) linked to stable funding, Universal Design for Learning (UDL) integration in curricula, and active participation of students and families. Jorge Luiz Pereira Correia — Doutor em Ciências da Educação (UFAL, reval.), Professor e Orientador, WUE, Brasil.