Inteligência Artificial e inclusão de estudantes com deficiência na Educação Básica

Abstract

The Brazilian debates related to the legalization of accessibility and inclusion have intensified at the turn of the 21st century. However, it took more than a decade before the Statute for People with Disabilities was ratified in 2015. Article 205 of the National Constitution of 1988 had already established that education should promote the “full development of the person”, “preparation for the exercise of citizenship” and “qualification for work”. The National Law for Education of 1996 had also stated in §2 of art. 1 that “school education should be linked to the world of work and social practice”. Why shouldn’t people with disabilities be guaranteed these same rights? Eventually, the art. 1 of the Statute of the Person with a Disability affirmed the need for public policies to “ensure and promote, on equal terms, the exercise of fundamental rights and freedoms by people with disabilities, with a view to their social inclusion and citizenship”. Considering this scenario and the recent developments in Generative Artificial Intelligence, this essay will share insights about challenges and opportunities for the educational accessibility and inclusion in Brazilian basic education. The methodology is based on the critique of legislation, data analysis, and literature review. The goal is to highlight the key advances in the legislation suggesting the challenges and opportunities with the new technology.