The Brazilian Federal Constitution passed on 1988, in the article 205, points out that Education is a public and subjective right. That means an everybody's right and an obligation of the State. Since then, a big amount of movements have been instituted, in the national and local levels, for people who are disabled, have global developmental disorder and high abilities/ superendowment people to have ordinary learning schools as space-time of acquisition of knowledge. Those movements have been pushing forward the Brazilian states and municipalities to implement public policies, both for training of teachers and reorganization of structures of teaching unities, of scholarship curricula and evaluation processes aiming at the access, permanence and learning guarantee for this students at schools of basic education. The present paper seeks to problematize how national laws of Special Education have been assumed by municipalities of Espírito Santo State, presenting the tensions, challenges and possibilities that permeate this process.
special education; public policies; policies in action