PUBLIC POLICIES FOR SPECIAL EDUCATION IN NORTHERN BRAZIL: CHALLENGES, ADVANCES AND CONTRADICTIONS FROM THE PERSPECTIVE OF INCLUSION

Abstract

This article analyzes public policies for Special Education in Northern Brazil, highlighting their legal frameworks, recent advances, persistent challenges, and prospects for the consolidation of inclusive education. The study is based on bibliographic and documentary research focused on national legislation, statistical data from the School Census, and academic literature on the topic. The findings indicate that, despite the existence of a solid legal foundation such as the Law of Guidelines and Bases for National Education (LDB), the National Policy on Special Education from the Perspective of Inclusive Education (2008), and the National Education Plan (PNE) the educational reality in the Amazon region remains marked by structural inequalities, shortage of qualified professionals, fragile infrastructure, and geographical access difficulties. Nevertheless, there has been a gradual increase in enrollments in regular classrooms and the implementation of teacher training programs and interinstitutional partnerships that have been strengthening inclusive practices in some municipalities. Despite these advances, contradictions persist between political discourse and school practice, pointing to the need for territorialized, intersectoral, and sustainable policies. The study concludes that the consolidation of inclusive education in the North depends on strengthening continuing teacher education, investing in accessibility resources, and expanding dialogue among families, communities, schools, and the State. The research reinforces the importance of structural actions and further studies that place Amazonian diversity and context at the center of the inclusion debate.