Legislação como Vetor da Educação Inclusiva no Brasil

da Constituição à Lei Brasileira de Inclusão

Abstract

This article analyzes legislation as a driver of inclusive education in Brazil, highlighting frameworks such as the Federal Constitution, Salamanca Statement, National Education Guidelines and Framework Law (LDB), National Policy for Special Education in the Perspective of Inclusive Education (PNEEPEI), Resolution nº 4, and the Brazilian Inclusion Law (LBI). The theoretical framework engages with authors discussing practical implementation of these norms, addressing inclusion as a human right and a tool for social equity, emphasizing the need for educational systems capable of responding to diversity. The methodology is documentary analysis, identifying principles, guidelines, and actions recommended by the legal frameworks. The results show that each norm strengthened access, retention, and participation of students with disabilities, influencing curriculum, teacher training, and public policies. It concludes that legislation constitutes a structural basis for inclusive education, promoting significant advances, but its effectiveness depends on school practices, pedagogical resources, and continuous institutional commitment.