THE RIGHT TO SCHOOL SUPPORT FOR STUDENTS WITH ASD IN MANAUS: AN ANALYSIS OF BARRIERS AND JUDICIALIZATION AS A SYMPTOM OF STATE FAILURE

Abstract

This article analyzes the challenges to the effective implementation of the right to school support for students with Autism Spectrum Disorder (ASD) in the municipal public school system of Manaus. Despite a robust national and international legal framework that enshrines inclusive education as a subjective public right, the local reality reveals a significant gap between the norm and its implementation. The research, of a qualitative nature and deductive method, uses bibliographic review, documentary and jurisprudential analysis to diagnose the administrative, bureaucratic and pedagogical barriers that obstruct access to this right. Data from the School Census (INEP, 2024) indicate a 41% increase in enrollments of students with disabilities in Manaus, evidencing a growing demand that clashes with systemic failures. The results demonstrate that the requirement for annual reports, the insufficiency of qualified professionals and the precariousness of the infrastructure constitute a failure of the public authorities. It is concluded that the increasing judicialization is not the cause of the problem, but a symptom of administrative omission, highlighting the urgent need for reforms in public management so that inclusion transcends the formal level and becomes an effective practice.