Paths to inclusive education in Brazil:

contextualized reflective paths

Abstract

Inclusive Education emerged from the need to think about educational spaces that enable learning and inclusion for those who have long been excluded from education, even from social experiences. This historical process of denial brought consequences that remain to this day. Therefore, throughout Brazil’s development, public inclusion policies, programs, centers, projects and laws were created with the aim of reversing the situation, enabling educational access for all. In understanding this path, theoretical discussion is important, thus raising the following question: How did the paths of Inclusive Education develop in Brazil? Thus, in an attempt to answer the guiding question, this work aimed to understand the paths of Inclusive Education in Brazil. Thus, bibliographic research and literature review were used as a methodology to provide a contextualized reflection on the concepts and main theorists who have constructed discussions on Inclusive Education policies over time. This research is part of the dissertative construction of the Professional Master’s program in Educational and Social Intervention (MPIES), of the State University of Bahia - UNEB campus XI, Serrinha-BA. Thus, the result was an understanding of the historical and conceptual path of the theme, enabling reflections on the theme.