INCLUSION IN CODÓ/MA (2014-2024): CHALLENGES AND PERSPECTIVES FOR STUDENTS WITH DISABILITIES

desafios e perspectivas para alunos com deficiência

Abstract

This study analyzes the implementation of inclusive education in the municipality of Codó/MA, considering the normative and historical repertoire that underpins this policy in Brazil. It starts from the understanding that the consolidation of the inclusive paradigm stems from transformations in the field of human rights and the incorporation of international commitments into the national legal system, such as the Universal Declaration of Human Rights, the Salamanca Declaration, and the 1988 Federal Constitution. The research problematizes the tensions between legal prescription and its materialization in daily school life, highlighting that formal access to enrollment does not, in itself, guarantee effective participation and meaningful learning. Methodologically, the study articulates documentary analysis and theoretical reflection, seeking to understand how public policies are reinterpreted in the local context. The results point to institutional advances, especially in expanding access and the provision of Specialized Educational Services, but also reveal challenges related to teacher training, infrastructure, and overcoming attitudinal barriers. It concludes that the effective implementation of inclusive education requires a transformation of pedagogical practices and the strengthening of public policies at the municipal level.