THE NEW NATIONAL POLICY ON SPECIAL EDUCATION AND THE DISCUSSION ON EXCLUSION: STUDY OF RECURRENT CHANGES IN REGULATIONS AND THEIR PRACTICAL CONSEQUENCES

Abstract

This piece examines the recently implemented National Policy on Special Education, created through Decree No. 10.502/2020, which was subsequently suspended by Brazil’s Supreme Court. It emphasizes the conflicting dynamics of inclusion and exclusion within educational institutions. Through an exploration of historical and global frameworks, the article addresses how ongoing regulatory adjustments influence teaching methods, educator preparation, and the experiences of students with disabilities. While the decree aimed to promote fairness, its suggestions for specialized schools and classes signify a regression from the progress made in inclusive education within Brazil. The research concludes that the establishment of inclusive education relies on consistent public policies, investment in facilities and training for teachers, and a moral commitment to diversity and respect for human dignity.