AFFIRMATIVE AND INCLUSION POLICIES: PERSPECTIVES FOR THE TRAINING OF STUDENTS WITH DISABILITIES

Abstract

The difference in educational opportunities for students with disabilities in Brazil is a topic that
deserves to be a priority, as it interferes with the insertion of these future citizens in social institutions
as a whole. Our theoretical-methodological essay aims to: i) discuss the mission of affirmative policies
to reflect on inclusion and diversity recognition policies; and specifically: ii) discuss school inclusion
in the face of specific Brazilian legislation as advances in Brazilian educational practices and iii) ratify
the need to build and reassess affirmative actions against the current scenario of social and subjective
precariousness that students with disabilities are facing. Results: based on the history of affirmative
policies and current legislation on inclusive education, there is a clear need to build new generations
that respect multiculturalism and difference at school.