pt

Abstract

Inclusive education gained momentum in the 1980s and 1990s, driven by international declarations that encouraged the creation of public policies. In Brazil, key legislative advances include the Law of Guidelines and Bases of Education (1996) and the Statute of Persons with Disabilities (2015). Data from INEP/MEC show an increase in enrollments of students included in regular education and a decrease in special classes. However, challenges persist, such as the insufficient adaptation of schools to the inclusive model, which often requires students to adjust to the existing structure rather than transforming the environment to accommodate diversity. Using the cartography of Deleuze and Guattari, the research maps the assemblages, knowledge, and resistances that shape inclusive education in Brazil. Despite progress, new problems, such as violence, prejudice, and exclusion, continue to affect these students. The ongoing research aims to contribute to a better understanding of inclusive dynamics and the alternatives that emerge in this process.