A INCLUSIVE EDUCATION AS A FORM OF PERSONALITY DEVELOPMENT:

A SEGREGAÇÃO CONTIDA NO DECRETO 10.502/2020

Abstract

The purpose of this paper is to present a reflection on Decree 10.502 / 2020 that institutes the national special education policy: Equitable, inclusive and with lifelong learning, public policy that aims to contribute to the school inclusion of people with disabilities . Education, a fundamental social right, is everyone's right and constitutes the duty of the State, bringing together the role of personality rights, as it contributes to human development by preparing for the exercise of citizenship and promoting human dignity. Therefore, the right to inclusive education for people with disabilities requires the State to develop public policies, with a view to ensuring compliance with their exercise. However, analyzing the provisions of Decree 10.502 / 2020, we see unconstitutionalities in its content, identifying segregation of rights for the development of people with disabilities. It appears that inclusive education is a subjective public right and for its promotion and effectiveness it must be developed together, with the participation of society, families and the State, in order to fulfill the objectives of education as the development of the personality of man towards equality. As a methodological path for the development of the work, it uses the hypothetical deductive method and as a procedure, it will seek theoretical deepening through bibliographic research.