INCLUSION AND EQUITY IN BASIC EDUCATION IN CEARÁ

Abstract

The study examined inclusion and equity in Basic Education in Ceará, focusing on public policies, school practices, and structural conditions that shaped the access and participation of students served by special education. The investigation addressed the problem related to disparities among municipalities and schools, particularly in the provision of services to students with disabilities, neurodevelopmental disorders, and other specific educational needs. The objective was to analyze how official documents, academic literature, and previously published observational records revealed advances, limitations, and challenges in the implementation of inclusive policies in the state. The relevance of the research stemmed from the need to understand how these policies operated in real contexts, connecting normative guidelines with school dynamics. The methodology combined bibliographic, documentary, and observational approaches, including the examination of laws, educational plans, institutional reports, and case studies conducted in Ceará. The results indicated expansion of inclusive actions, strengthening of Specialized Educational Assistance, and greater attention to territorial equity. The study concluded that Ceará demonstrated consistent progress, although persistent challenges remained in teacher training, infrastructure, and continuous monitoring of policies.