INCLUSIVE EDUCATION AND HUMAN RIGHTS
Keywords:
Universal Declaration of Human Rights (UDHR), Right to Education, Intellectual Emancipation, Human Dignity, Inclusive Education, Human Rights, Autism, Academic Productions, Protagonism and Support, Educational Policies, Inclusive Pedagogical Practices, Equity in EducationAbstract
The Universal Declaration of Human Rights (1948) established fundamental principles such as justice, peace, and protection against oppression, emphasizing the universality and indivisibility of the right to education. This milestone connects to the intellectual emancipation process of the seventeenth and eighteenth centuries, when Enlightenment thinkers like Kant defended the separation between Church and society, fostering a freer and more humanitarian education. In this context, inclusive education emerges as an extension of human rights, aiming to ensure equitable access to knowledge for all, including people with disabilities. The analysis of autism in academic productions raises the debate on whether these subjects are treated as protagonists or mere supporting figures. Despite theoretical and legal advances, autism is often still marginalized, with limited participation in educational and scientific processes. This study highlights the need to strengthen inclusive pedagogical practices and institutional policies that recognize the active role of people with autism in knowledge construction, reaffirming education as a universal human right.
