Addressing Special Education in Brazil implies considering the educational policy proposed by the Federal Government in recent years and, especially, the presence of various populations in schools, who constitutes the country in historically unequal ways. Based on these considerations, the article proposes to analyze changes observed in the education of populations that are marginalized from the school process, especially people with disabilities, and afterwards to contribute with reflections about the limits that are still present in Brazilian education, including the complex relationships involving the role of the difference in legal propositions and school practices.
Brazilian education; Special education; Inclusive education; Education of students with disabilities
