INCLUSIVE EDUCATION IN BRAZILIAN HIGHER EDUCATION: THE EFFECTIVENESS OF THE RIGHT BETWEEN NORM AND PRACTICE

Abstract

This article aims to analyze the effectiveness of the right to inclusive education in Brazilian higher education by investigating the current legal framework and its relationship with the institutional and pedagogical practices adopted by higher education institutions. This is a qualitative study developed through bibliographic and documentary research, based on the analysis of scientific articles, legislation, and public policies related to educational inclusion. The findings demonstrate that, despite normative advances and the expansion of access for students with disabilities to higher education, significant challenges still remain regarding academic permanence, teacher training, insufficient institutional support, and the existence of pedagogical and structural barriers that hinder the implementation of inclusion. Furthermore, a gap was identified between legal guidelines and their effective application within higher education institutions, compromising the full realization of the right to education. It is concluded that the effectiveness of inclusive education depends on the articulation between public policies, institutional management, and pedagogical practices committed to equity, ensuring not only access, but also students’ academic permanence and success.