INCLUSIVE SPECIAL EDUCATION IN A HISTORICAL CURRICULUM APPROACH

Abstract

This scientific article aims to analyze the historical trajectory of Special Education, highlighting the conceptual, legal, and inclusive practical transformations. Inclusive Special Education has gained prominence in the context of public policies. The trajectory of inclusive special education is marked by profound transformations. In earlier periods, a strongly exclusionary view prevailed, associating disability with incapacity, abnormality, or even punishment. Individuals with disabilities were frequently segregated from social life and, consequently, excluded from educational opportunities. The institutionalization of special education occurred from the 19th century onwards. The promulgation of the Universal Declaration of Human Rights represents a milestone in this process. Understanding the guidelines and curricular structure demands the recognition of the curriculum as a historical, social, and pedagogical construction, constituted from cultural, political, and economic transformations. The constitution of the curriculum is intrinsically related to social transformations and conceptions of education. The development process of Inclusive Special Education in Brazil goes beyond the linearity of legal frameworks. Effectiveness will depend on its normative formulation and the forms of implementation in the concrete contexts of education networks. The transition from an exclusionary and segregating model to an inclusive perspective represents a significant advance in guaranteeing rights. Strengthening public policies that ensure structural and formative conditions for the effective implementation of inclusion becomes essential. This scientific production adopts a bibliographic research methodology, with a prevalence of qualitative aspects, with discussions based on legal assumptions and dialogues with information and guidance from authors in the context of the subject.