A Declaração de Salamanca, sua influência nas políticas de inclusão escolar no Brasil após trinta anos (1994-2024)

Abstract

The Salamanca Declaration, its influence on school inclusion policies in Brazil after thirty years (1994-2024)

Abstract:

This article sought to identify advances in the trajetories of public policies aimed at the scholl inclusion of people with disbilities, from perespective off the perspectives of the  principles of the Salamanca Declaration.  Considering the relevance of this document on the international scenario and its emphasis on inclusive education, the study adopts the theoretical-methodological approach of Stephen Ball and Richard Bowe's Policy Cycle (1992). This model allows the to analyzis of public policies as complex and dynamic processes, which consist of continuous cycles of formulation, interpretation and action, in addition to considering the tensions and adaptations that arise in different contexts. To understand the influences of the Salamanca Declaration in Brazil, the research analyzes legislative documents, guidelines and institutional reports related to inclusive education, examining the production cycle of public policies and the local interpretation of the priciples of inclusion. The results indicate that the Salamanca Declaration promoted  importat normative advances in terms of inclusive education policies in various spheres of the Brazilian educational system. However, gaps between the formulation and implementation of policies,  are also observed, reaveling  structural and operational challenges in the application of inclusive principles. The study contributes to understanding the evolution of inclusion policies in Brazil and to the debate on the effectiveness of international documents as instruments of transformation in national education policies.

Keywords: Inclusive Education. Special Education. Educational Policies.