Inclusive education public politics: an analysis from 1996 to 2016: AN ANALYSIS FROM 1996 TO 2016

• Autor(a) principal: Nonato, Osvaldo Campos Dos Santos
• Data de Publicação: 2021
• Outros Autores: Costa, Ademárcia Lopes de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogos e Perspectivas em Educação Especial (Online)
• Texto Completo: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/10117
• topic: Inclusive education; Deficiency; Public politics.; Educação Inclusiva; Deficiência; Políticas Públicas.

Formerly the disabled were viewed with prejudice and contempt by much of society, being stigmatized by their condition, always being on the fringes of society. In this context, this study is inserted in order to analyze the public policies of school inclusion of students with disabilities implemented in Brazil from 1996 to 2016, which favored the construction of an “inclusive education system”. We developed this study through bibliographics and documentary research. The results show that in Brazil, inclusive legislation has made significant progress with the Laws of Guidelines and Bases of National Education nº 4,024/1961, and later nº 5,692/1,971, special education becomes a right of all, joining this audience increasingly in mainstream education. In 1,988, the Federal Constitution emphasizes that the school is everyone's right and the state's duty to provide adequate and vacant schools so that everyone can have the privilege of receiving quality education, reducing the illiteracy rate and dropping out. With the Law of Guidelines and Bases of National Education nº 9,394/96, there is another significant legal framework in guaranteeing the right of the disabled to regular school. It is concluded that the rights acquired by persons with disabilities are undeniable, but much still needs to be done to ensure that they have full access not only to regular schools, but to society at large.