Educação inclusiva no Brasil: trajetória histórica, políticas públicas e o período pandêmico

• Autor(a) principal: Custódio, Larissa Patrícia
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/215777
• topic: Inclusive education; History; Legislation; Educação inclusiva; História; Legislação; Covid-19

The discussion about Inclusive Education in Brazil has been taking more and more space. Researchers and inclusion activists have long sought a way to make schools accessible to all, with trained professionals willing to guarantee the right to quality education and to the permanence of students with disabilities, so that no condition, whether physical or mental, prevent children and young people from sharing the same environments and enjoying access to education. However, this school inclusion, in our country, only began to take more consistent forms in the last decade, after the enactment of laws that ensure such conditions. Considering all the struggles carried out to achieve universal education and the end of segregation of people with disabilities in the school environment, this essay aims to reflect on the timeline of Inclusive Education in Brazil, focusing on its achievements in the context of legislative, and the current pandemic scenario generated by Covid-19, which strongly shook Education. This is bibliographic and documental research on the inclusive theme, which analyzed both its historical and political trajectory, as well as academic publications that were guided by the inclusive pedagogical practice in this atypical period in which we live. There were, therefore, delays in the construction of inclusive education in our country, and the importance of policies that encourage and sustain inclusion. It was also verified, through research in databases, regarding publications about Inclusive Education in times of pandemic, the permanence of a historically excluding posture towards the target audience of Special Education.