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.
