INCLUSIVE EDUCATION AND INEQUALITY IN BRAZIL

Abstract

This article reconstructs the trajectory of education in Brazil, in relation to special education in the last 40 years, marking the time, document (legislation) and the practices of each moment. It sought to make a list of time and practices (segregation, integration, inclusion), with an analysis of the positive and/or negative impacts that each document had on educational practices in relation to school education. The documentary and bibliographic analysis of this historical narrative of legislation related to special education, point to the constant concern and struggle of society, mainly led by social movements, for social inclusion to happen in Brazil, starting with education. However, this study shows that we are experiencing a very fragile moment in Brazilian education, since, from Decree 10502/2020, which changes the Public Policy for Special Education, the possibilities of an Inclusive school can return to being utopia, returning to a idea of ​​practices of segregation or even exclusion