INCLUSIVE EDUCATION AND BRAZILIAN PUBLIC POLICIES: HISTORICAL AND CONCEPTUAL ASPECTS

The dialogues on Inclusive Education in Brazil gained prominence from the 1990s and involved the Federal, State and Municipal spheres, correlating with culture, politics, social, health and education for a problem neglected by the State since its beginnings. From the World Conference on Special Education in 1994 and the consequent proclamation of the Salamanca Declaration, inclusive education in Brazil was founded. In contemporary times, it is a problem that challenges the scope of education, given the existence of policies, but few resources and investments for them to promote social inclusion within the spaces destined to the teaching-learning process and in dialogue with the families and civil society. The objective of the work was to apprehend the historical and conceptual aspects of Inclusive Education and Public Policies in Brazil between 1990 to 2019. This is a literature review, of a qualitative and exploratory nature. The results critically analyze the policies aimed at Education in Brazil, especially for those dealing with Inclusive Education and / or Special Education. As well as, dialogue between the governmental spheres and civil society and more investments in this area.