Inclusive Education in Salvador: challenges and tensions in public schools

Abstract

This text aims to present ongoing research on the school inclusion of people with disabilities, neurodevelopmental disorders and learning in state public education in Salvador, its advances and tensions in the inclusive process. Based on the Critical Theory of Society, the research considers the application of inclusive policies provided for in the National Special Education Policy and the Guidelines for Inclusive Education in Bahia. The empirical work takes place in two schools, one with a Multifunctional Resource Room and the other without, through semi-structured interviews and observations. The results show a gap between theory and practice, highlighting legislative advances, but also persistent barriers and prejudices. It is concluded that the research seeks to propose reflections and interventions to improve the relationship between inclusive policies and their practice in schools.