Disability as a Social Construction: historical evolution and implications for brazilian inclusive education

Abstract

The social understanding of disability has undergone significant historical transformations, oscillating between marginalization and recognition of rights. This article aims to recover these concepts from Antiquity to the present day and analyze their developments in the Brazilian educational field. A qualitative methodology of narrative literature review was used, based on classical works and normative documents. The results indicate that, while in Antiquity and the Middle Ages disability was treated as an anomaly to be excluded or tolerated, scientific Modernity shifted the discussion to medical models of “correction”. In the 20th century, the recognition of people with disabilities as subjects of rights promoted advances in assistive technology and public inclusion policies, but without completely eliminating stigmas and exclusionary practices. In Brazil, the incorporation of constitutional principles and the adoption of specific legislation transformed Special Education, making it a preferred modality integrated into the regular network. It is concluded that disability constitutes a social construct, shaped by environmental and attitudinal barriers. To advance effective inclusion, it is essential to combine robust policies with a cultural change that values diversity as an ethical and political principle.