Education of disabled children and adolescents in the social policies context

Abstract

The history of disabled people’s education in Brazil was marked by the absence of State initiatives. Therefore, this study aimed at discussing the right to school education of disabled students from the reflection about educational policies in the social policies context. The main analyzed documental sources were those that formalize and institute the Special Education Guidelines under the inclusive educational perspective. Data from the Basic Schooling Census supplied by the National Institute of Educational Studies and Research Anísio Teixeira (INEP) were also used. The study allowed us to note that the rights are constituted from the historical fights and demands for new rights. Among the legal guarantees for disabled people is the educational inclusion. The advances of this inclusion are legitimate as we can observe in the Basic Schooling Census, but there is a need to dialog and participate politically so that the Brazilian educational policies are not marked or based on diffuse educational legislations, impersonal and internationalized, which, in their majority, do not consider the diversity and complexity of the Brazilian education reality.