Specialized Educational Assistance as a Public Policy for School Inclusion: Advances and Challenges in Brazilian Education

Abstract

Inclusive education constitutes one of the main challenges of contemporary educational policies, particularly regarding the guarantee of access, permanence, and learning opportunities for students who are the target audience of Special Education. In this context, Specialized Educational Assistance (SEA) stands out as an important public policy aimed at complementing and supplementing the schooling process of these students, contributing to the removal of barriers and the promotion of educational equity. This article aimed to analyze Specialized Educational Assistance as a public policy for school inclusion, highlighting the main advances achieved and the challenges that still permeate its implementation in Brazilian education. Methodologically, this is a qualitative bibliographic study developed through the analysis of scientific publications, normative documents, and theoretical references related to Special Education and inclusive education. The results reveal significant advances, such as the expansion of access for students with disabilities to regular schools, the institutionalization of SEA, and the strengthening of legal frameworks aimed at inclusion. However, challenges remain regarding teacher education, public policy funding, accessibility, and the overcoming of attitudinal barriers within school environments. It is concluded that the effective implementation of inclusive education requires continuous investment, strengthening of public policies, and collective commitment to ensuring the right to education for all.