PUBLIC POLICIES AND LEGISLATION IN THE FIELD OF SPECIAL EDUCATION AND YOUTH AND ADULT EDUCATION: THE CHALLENGES OF INCLUSION
Keywords:
Public Policies, Legislation, Special Education, Youth and Adult EducationAbstract
This article addresses the public policies and legislation that guide Special Education and Youth and Adult Education (EJA), discussing their interfaces in guaranteeing the right to education for the target audiences of these modalities. The reflection has as its axis the inclusion of the target audience of special education (PAEE) in EJA, The analysis shows that, although the official documents and the National Education Plan (2014-2024) support the right to education, and affirm goals to expand access and permanence for historically excluded groups, their achievement does not occur automatically. It is a complex process, crossed by disputes between the State, civil society and different social forces. It is noteworthy that legislation and public policies offer guidelines for the inclusive schooling of the PAEE in EJA; However, its effectiveness requires federative articulation in the collaboration regime, in addition to continuous mechanisms of follow-up, monitoring and evaluation. Added to this is the need for adequate financing and investments compatible with the proposed actions. It is concluded that consolidating the inclusion of the PAEE in EJA requires political commitment and structural conditions that ensure, in fact, the right to education. Part of the reflections stems from research developed at the doctoral level and in-depth in a postdoctoral internship.
