Políticas públicas educacionais às pessoas com deficiência a partir do novo século.

Abstract

This study aims to analyze the main educational public policies for special education from the 2000s onwards, from the perspective of the (neo) liberal educational thought in force at the time. We supported the study on bibliographic and documentary research based on the qualitative analysis of data and approximations to the dialectical-historical materialism proposed by Marx (1978). From the theoretical framework elaborated by Garcia (2016), Libaneo (2012), Saviani (2015), Costa (2018) and Freire (1987; 1996), the research problem was: to what extent, in the first decades of 2000, have Brazilian educational public policies been able to promote the inclusion of people with disabilities? We consider the need to deepen the debate around the educational thinking that we found to be present in the Brazilian Inclusion Law, in order to provide people with disabilities with a real, free and quality public education.