Educação especial na perspectiva inclusiva: uma análise teórica a partir do direito à educação

Abstract

Special education has assumed a central role in contemporary educational debates, particularly following the consolidation of the inclusive education paradigm. In this context, this article aims to analyze the main theoretical and normative foundations that support special education from an inclusive perspective, as well as to discuss issues related to its implementation in school contexts. This study consists of a qualitative and narrative literature review, based on academic publications and official documents that address public policies, pedagogical practices, and teacher education related to students who are the target population of special education. The analysis highlights significant advances in normative and conceptual frameworks, especially regarding the overcoming of segregated models and the recognition of diversity. However, the literature also points to tensions between legal principles and school practices, emphasizing weaknesses in teacher training, curriculum organization, and the articulation between Specialized Educational Support services and regular education. It is concluded that the effective implementation of inclusive special education requires structural, pedagogical, and cultural transformations within educational institutions, reaffirming the school’s role in guaranteeing the right to education for all students.