Special Education in the 25 years of LDBEN / 1996: advances and setbacks

Abstract

This article aims to analyze the movement of march and counter-march in the Policy, in the Guidelines and in the Bases of Special Education in Brazil, with the intention of highlighting historical achievements still in force and that deserve wide defense, as well as the imminent risks of losses of rights present at the beginning of the third decade of the millennium. Approved, with methodological support in Content Analysis, the changes made to the Law of Directives and Bases of National Education (LDBEN/1996), in light of the contribution of the National Special Education Policy in the perspective of inclusive education (2008). The analysis continues with the approach of the effects resulting from the advent of the “National Special Education Policy: Equitable, Inclusive and with Lifelong Learning” (2020). In the conclusions, there is an evident setback regarding the guidelines for the provision of Special Education. In view of this reality, the defense of what has already been formally achieved is assumed, highlighting the institution of the inclusive perspective as a guiding principle of practices that develop in educational environments, but, above all, as a legal postulate to be fulfilled. After all, even if the laws are not enough, nor the lilies are born of them, it is necessary to conceive them in fact as relevant instruments for reflection in educational policy, above all to assert the advances achieved in the form of the law, when using these as tools indispensable for the consolidation of the right to an inclusive education.