Impacts and perspectives of the Salamanca and Montreal declarations for inclusion as an instrument for the achievement of citizenship and autonomy in contemporary times

Abstract

This article presents the analysis of the impacts and perspectives of public inclusion policies, through the correlation of two international proposals, the Salamanca Declaration (1994), which deals with the principles, policies and practices in the area of special education, and the Montreal Declaration (2001), which addresses the social inclusion of people with disabilities. Both proposals, although they address different spheres of inclusion, share the same common goal of promoting more egalitarian and accessible societies for all. The dialogue between the declarations identifies points of convergence and divergence, highlighting how public policies can be shaped to effectively promote inclusion in various social contexts, with an emphasis on education. The methodological path occurred through qualitative research, of the documentary research type, whose materials were submitted to documentary analysis. The continued relevance of the Salamanca (1994) and Montreal (2001) Declarations is highlighted in contemporary discussions on inclusion in the field of school education, considering social, technological and political changes in the contexts of human relations. The Declarations discuss issues inherent to the relevance of public policies implemented for inclusive education compatible with the demands of this century. Therefore, the continuous need to improve these policies is considered, in order to face the constantly evolving challenges of the national and global educational scenario and, consequently, in the decision-making of governments that seek to solve problems and meet social demands that result in the quality of life of all.