An analysis of brazilian legislation on special and inclusive education

Abstract

The theme discussed throughout this article refers to an analysis of Brazilian legislation concerning Special and Inclusive Education, taking into account historical contexts and its development. The central question guiding this research is: what advances have emerged in relation to Inclusive Special Education based on the premises of existing legislation? The objectives are to identify the benefits brought by Brazilian laws regarding Special and Inclusive Education, to analyze the historical milestones that support it, and to verify whether the legislation is effectively implemented in practice. The research is justified by the need to assess whether the current laws in the country are truly reaching the target audience of this still underrepresented educational modality. Thus, the study is based on a bibliographic review supported by books, scientific articles, laws, and official government documents. It concludes that there have been significant advances concerning Special Education, both in school and family contexts. However, it was also found that having strong legislation is not enough if, in the praxis of social relations, rights are not respected in certain environments that continue to foster a culture of prejudice, discrimination, and educational hegemony.