ABSTRACT
This essay discusses affirmative policies and the rights of students with disabilities, and briefly discusses the history of affirmative policies in Brazil, weaving discussions based on inclusive education. The objectives are: a) to reflect on the intersections between rights, school inclusion and affirmative action, inserting the debate on school inclusion in a broader scope of social inclusion and rights, specifically; b) recognize the study of Affirmative Policies as fundamental to qualify the debate on public policies in inclusive education; c) collaborate in reflections about the teaching-learning process in the continuing education of teachers for inclusive education. In the proposed discussion, teacher education should subsidize students so that they act as protagonists of rights, with regard to school inclusion. Teaching students rights requires building their self-esteem to argue objectively and jointly in favor of differences.
Keywords:
affirmative policies; inclusive education; discourse construction; practice