PUBLIC POLICIES FOR EDUCATIONAL INCLUSION: THE IMPORTANCE AND CHALLENGES OF TEACHING BRAZILIAN SIGN LANGUAGE (LIBRAS) IN THE GENERAL EDUCATION CLASSROOM

This article to analyze the importance of teaching Brazilian Sign Language (Libras) within the context of public policies for school inclusion in Brazil, linking the national regulatory framework to the theoretical contributions of key authors in the field of inclusive education, such as Mantoan (2015), Sassaki (2021), Lacerda (2006), and Skliar (1998), among others. Amidst growing demands for a truly democratic education, the study discusses the gap between the legal framework and its actual implementation in mainstream classrooms. Methodologically, the research adopts a qualitative approach, combining bibliographic and documentary research with an exploratory field study. The investigation took place at the Municipal Center for Inclusion Support (CEMAI) in Ceará-Mirim, Rio Grande do Norte, where questionnaires were administered and observations were conducted with specialized educators. The results reveal that, although legal milestones such as Law No. 10.436/2002 and the Salamanca Statement (1994) provide a solid legal foundation, significant structural, attitudinal, and communication barriers persist, alongside a shortage of qualified professionals and a lack of coordination within municipal networks. Consequently, inclusion has proceeded slowly and partially, placing an excessive burden on support centers at the expense of regular bilingual education. The study concludes that progress depends on reshaping continuing teacher training policies, moving beyond the integrationist model criticized by Mantoan (2015), and fostering greater social and family engagement to dismantle historical prejudices, thereby ensuring full citizenship and identity development for deaf students.