Inclusive education policies in Brazil: an analysis of school education for people with disabilities

The present study analyzes the adoption of an inclusive education policy by Brazil, with an emphasis on people with disabilities, in view of the influence of international guidelines for education, such as the World Declaration on Education for All (1990) and the Declaration of Salamanca ( 1994). This is a documentary research that seeks an interpretation of the inclusive education proposal in the country based on national legislation, in the period from 1988 to 2014, considering the transformations undergone in the educational context, mainly on the modality of Special Education. In a critical-dialectical approach, the role of the State (governed under the capitalist mode of production) in the implementation of public policies will be pointed out, based mainly on Gramsci and Poulantzas. In the context of the State Reform, in the 1990s, changes in the country's education will be discussed in line with the sociability project defended by the major organizations of international capital. The history of Special Education and its direct relationship with the education of people with disabilities, as well as the ways of associating it with the proposal for inclusive education, will take into account the guidelines of the Declaration of Salamanca (1994) and the adoption of the proposal for inclusive education in the context of developing countries. The research points out that the implementation of the inclusive education policy in the country did not imply a transformation of the Brazilian education system. As for the education of people with disabilities, the speeches of legislation allow for antagonistic interpretations, restricting the inclusion proposal for these people, to a large extent, in guaranteeing access to regular school.