PUBLIC POLICIES FOR INCLUSIVE EDUCATION IN BRAZIL: FOUNDATIONS, CHALLENGES, AND PERSPECTIVES FOR AN EQUITABLE SCHOOL

Abstract

This article aims to analyze public policies for inclusive education in Brazil, examining their conceptual foundations, legal frameworks, teacher training strategies, architectural and technological accessibility, the role of Specialized Educational Services (AEE), equity and diversity policies, as well as the main challenges and barriers to their effective implementation. Inclusive education is conceptualized as a process that guarantees access, permanence, and meaningful learning for all students, regardless of differences, differing from integration by demanding the complete transformation of the educational system (Sassaki, 2006; Ainscow, 2000; Booth & Ainscow, 2011). This paradigm is supported by international documents such as the Salamanca Declaration (UNESCO, 1994) and the Convention on the Rights of Persons with Disabilities (UN, 2006), and in Brazil by the 1988 Federal Constitution, the Brazilian Inclusion Law (Law No. 13.146/2015), and the National Policy on Special Education from an Inclusive Education Perspective (2008), which establish guidelines for educational equity. The text discusses policies for initial and continuing teacher training, physical and digital accessibility, integration of Specialized Educational Services (AEE) into regular education, support for minorities and vulnerable groups (including people with disabilities, global developmental disorders, and high abilities), as well as strategies against discrimination. Persistent barriers are identified, such as regional inequalities (especially in the North and Northeast), cultural resistance, budgetary limitations, and insufficient infrastructure and resources. The concluding remarks reinforce that the proper implementation of these policies, through robust legal frameworks, qualified teacher training, specialized support such as Specialized Educational Assistance (AEE), and accessible infrastructure, is essential to remove barriers, embrace diversity, and promote the full development of all students, contributing to a democratic and transformative education and the construction of a more just and inclusive society. Monitoring by oversight bodies and the active participation of the school community are highlighted as indispensable elements to overcome obstacles and move towards a truly inclusive educational system.