THE NATIONAL POLICY FOR INCLUSIVE SPECIAL EDUCATION – GOVERNANCE, TEACHER EDUCATION, AND SUPPORT NETWORKS AS FOUNDATIONS OF SCHOOL EQUITY
DOI:
https://doi.org/10.56238/ERR01v10n6-054Keywords:
Inclusive Education, Governance, Teacher Education, Support NetworksAbstract
The National Policy for Inclusive Special Education (PNEEI), established by Decree No. 12.686/2025, inaugurates a new regulatory milestone by reaffirming education as an inalienable human right and by shifting the debate from mere physical placement to the guarantee of full participation, equity, and meaningful learning for students served by special education. In a context where structural gaps persist – such as weaknesses in teacher education, insufficient support professionals, territorial inequalities in service provision, and fragmentation of intersectoral networks – it becomes essential to investigate how federative governance, the organization of educational systems, and collaborative mechanisms influence the real conditions of school inclusion. Thus, the object of study of this article focuses on the articulation between governance, continuing teacher education, and support networks established by the National Policy for Inclusive Special Education, examining how these structuring axes do or do not translate into institutional practices capable of promoting equity and reducing barriers to learning and participation. The guiding question of the analysis is: in what ways can the integration between governance, teacher education, and support networks – as established in the National Policy for Inclusive Special Education – foster the construction of equitable and effectively inclusive educational environments in Brazil? Theoretically, the study draws primarily on Decree No. 12.686/2025, analyzed alongside works by Armstrong (2006; 2010; 2012; 2017), Ainscow (1998; 1999; 2001; 2002), Apple (2019), Barnes (2002; 2006), Black-Hawkins (2007), Booth (1998), Causton (2022), Ellis (2019), Farrell (2002), Florian (2004; 2007; 2008; 2013), Freire (1967; 1979; 2000; 2011; 2013; 2014), Garland-Thomson (1997; 2009; 2019), Guerra (2021), Knowles (1975; 1988; 2014), Linton (2020), Mancini Rufo (2022), Mantoan (2003), McLaughlin (2008), Mercer (2006), Mitchell (2007; 2016), Mitchell and Snyder (2014), Oliver (2002), Rouse (2007), Shakespeare (2015; 2018), Slee (2011), Snyder (2006; 2014), among others. The research employs a qualitative approach (Minayo, 2007), with a bibliographic and descriptive design (Gil, 2008) and a comprehensive analytical perspective (Weber, 1949). The analysis showed that the PNEEI becomes effective only when federative governance, continuous teacher education, and territorial support networks operate in an articulated manner, reducing structural inequalities that have historically limited the participation of special education students. It was found that governance functions as an organizing axis capable of aligning national guidelines with school practices, while teacher education emerges as a central mechanism to reshape pedagogical cultures and confront attitudinal barriers. The study also revealed that intersectoral support networks act as an ethical and technical infrastructure essential for ensuring accessibility, resources, and integrated follow-up. Together, these axes expand real conditions for participation, learning, and educational equity.
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