FROM THE MARGINS TO THE CENTER: the historical and legislative construction of inclusive education in Brazil

Abstract

This article analyzes the historical and legislative trajectory of inclusive education in Brazil, focusing on legal milestones and implementation challenges. It aims to understand how educational policies have evolved to guarantee rights for people with disabilities, based on national legislation and theoretical frameworks such as Postman (1999), Ariès (1981), Saviani (2009), and Mantoan (2003). Methodologically, bibliographic and documentary research was conducted, examining Brazilian laws (LDBs 4.024/1961, 9.394/1996, and Law 13.146/2015) and international documents such as the Salamanca Statement (1994). The theoretical framework engages with authors discussing the social construction of childhood, disability, and school inclusion. The results reveal that, despite legal advances—such as the shift from the segregational model to inclusion in regular education—practical challenges persist: insufficient teacher training, inadequate infrastructure, and cultural resistance. It is concluded that effective inclusion requires not only legal support but also investment in public policies that bridge theory and practice, overcoming disparities between what is legally prescribed and the school reality. The study contributes to reflections on the need for improvement of inclusive actions in the country.