POLÍTICAS PÚBLICAS E INCLUSÃO EDUCACIONAL PARA CRIANÇAS COM DEFICIÊNCIA: REVISÃO SISTEMÁTICA DE LITERATURA

Abstract

This article presents a Systematic Literature Review (SLR),it is based on the assumptions of HistoricalDialectical Materialism. The main objective is to map the factors that influence the guarantees of the rights of children with disabilities and to analyze changes in inclusive educational policies, in addition to understanding the historical-social narratives surrounding this population. We begin from the assumption that the educational exclusion of children with disabilities cannot be dissociated from the structural crisis of capital, which produces and reproduces social, economic, and cultural inequalities. In this sense, we discuss how the struggle for educational inclusion can be understood as a counterhegemonic practice, as it challenges the exclusionary logic of capital and claims education as a universal right. Furthermore, reflection on the origins of educational policies, which emerge from social needs and undergo debates before being institutionalized, allows for a broader understanding of the political and social interests that influence these laws, highlighting the role of critical and inclusive pedagogies as possibilities for resistance and social transformation.