THE FUNDAMENTALITY OF RIGHT TO EDUCATION UNDER THE PERSPECTIVE OF PEOPLE WITH DISABILITY

FROM FORMALITY TO ITS MATERIALIZATION

Authors

  • Leonardo Roza Tonetto
  • Luiza Gava Andrêza
  • Maria Deuceny da Silva Lopes Bravo Pinheiro
  • Lorena Borsoi Agrizzi

DOI:

https://doi.org/10.29327/216984.17.2-7

Keywords:

Education for disabled people, Formality, Materiality, Public policy.

Abstract

The constitutional framework of 1988 in Brazil guaranteed education as a right of all in article
205, guided by the principle of equality. From the paradox between guaranteeing rights and their
realization, the problem arises around the materialization of the right of people with disabilities.
In this context, this article, through a bibliographic and documentary research, makes a brief historical retrospective of the teaching aimed at this target audience, discussing the legal support and
the public policies in force for the promotion of an inclusive and equitable education. It ends by
reflecting on the gaps that still exist in this area of education, which, despite having legal support,
lacks a more sensitized look that leaves the formality and take the materiality in its execution.

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Published

2022-12-14

How to Cite

Roza Tonetto, L. ., Gava Andrêza, L., Deuceny da Silva Lopes Bravo Pinheiro, M. ., & Borsoi Agrizzi, L. . (2022). THE FUNDAMENTALITY OF RIGHT TO EDUCATION UNDER THE PERSPECTIVE OF PEOPLE WITH DISABILITY: FROM FORMALITY TO ITS MATERIALIZATION. Apae Ciência, 18(2), 49–53. https://doi.org/10.29327/216984.17.2-7

Issue

Vol. 18 No. 2 (2022): Apae Ciência

Section

Artigos

License

Copyright (c) 2022 Leonardo Roza Tonetto, Luiza Gava Andrêza, Maria Deuceny da Silva Lopes Bravo Pinheiro, Lorena Borsoi Agrizzi

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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