Políticas públicas de educação inclusiva: desafios e perspectivas na formação docente

Abstract

This research addresses public policies in the fileds of educations aimed at the inclusion of people with disabilities, as well as the importance of teachers’ appropiation of such knowledge. The litereature presents concerning data regarding the schooling students with disabilities, despite Brazil having especific legislation to support people with disabilities. This study sought to answer the following guiding question: In what ways can teachers’ knowledge of laws and public policies related to dhe education of people with disabilities contruibute to the implementation of inclusive pedagogical practices? The general objective is to analyze official documents that supporte the educantion of this students. The specific objectives are: to indentify legal provisions reponsible for ensuring the schooling of people with disabilities; to inderstand the rights of peoples with disabilities; and to examine ableism and its impacts on teacher education. This is a bibliographical and documentaryresearch with a qualitative approach, grounded in theoretical studies by Mantoan (2015), Capellini (2015), the Salamanca Statement (1994). The United Nations Convention on the Rights of Persons with Disabilities - ONU (2006), the Brazilian Law of Guidelines and Bases of Education (1996), the Brazilian Inclusion Law (2015), among other authors and official sources such as laws, decrees, and intentional conventions to witch Brazil is a signatory. This study highlights the importance of accquiring such knowledge from the early stages education in order to enhance inclusice educational practices.