INCLUSIVE EDUCATION IN BRAZIL: LEGAL ADVANCES AND CHALLENGES IN THE IMPLEMENTATION OF PUBLIC POLICIES

Abstract

This article analyzes inclusive education in Brazil, focusing on legal advances and the challenges related to the implementation of public policies in the school context. Based on a segment of a master's dissertation in Educational Sciences, the study adopts a qualitative approach of a bibliographic and documentary nature, examining the main legal frameworks that guide educational inclusion, such as the 1988 Federal Constitution, the National Education Guidelines and Framework Law, and the Brazilian Inclusion Law. The results show that, although the country has a consistent normative framework aligned with the principles of education for all, significant challenges remain regarding the implementation of these policies. Among the main obstacles are inadequate school infrastructure, insufficient accessible pedagogical resources, weaknesses in teacher training, and limited specialized support in educational institutions. It was also found that inclusion, in many contexts, is restricted to the formal access of students with disabilities, without ensuring their effective participation in the teaching-learning process. It is concluded that the consolidation of quality inclusive education requires not only strengthening the legal foundations but also structural investments, continuous teacher training, and changes in pedagogical practices and school culture.