This is a qualitative study whose objective was to analyze how Special Education was addressed in Law No. 13,005/14, which approves the National Education Plan in Brazil for the years 2014-2024, with emphasis on goal 4, associated with Bill No. 2614/24, especially with goal 9, which approves the new plan for the decade 2025-2035. From a theoretical point of view, we addressed Antonio Gramsci's concepts of State and power relations, as well as the concept of power bloc, produced by Poulantzas. Through documentary analysis and content analysis techniques, we sought to interpret and identify contradictions, taking advantage of the inclusion of Special Education students in the regular classroom, as a privileged locus of education.