DIREITO À EDUCAÇÃO INCLUSIVA: POLÍTICAS PÚBLICAS NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

Abstract

This work will address the rights of the child in inclusive education. In this segment, it is noteworthy that it is a country that deals, so intensely, with social inclusion, but it is a nation that, even today, has a great social exclusion of children with disabilities, when we talk about education, both in public and private schools. In this sense, it discusses public policies and affirmative actions aimed at inclusive education, in which it exposes the principles of equality and human dignity, conceptualizing transformative, emancipatory and autonomous education, in addition to relating it to inclusive education, based on the theoretical framework of the Critical Theory of Human Rights, by Herrera Flores. In this perspective, the Right to Inclusive Education is provided for in the Federal Constitution and in the Brazilian Law of Inclusion of Persons with Disabilities (Statute of Persons with Disabilities), which states that children have the right to have quality education, however, in some teaching units, they still do not have accessibility instruments and do not guarantee quality education for these children. Therefore, public policies created for inclusive education are ineffective and need to be modified in order to better serve children with disabilities.