SCHOOL INCLUSION IN LIGHT OF THE BRAZILIAN INCLUSION LAW

Abstract

This article proposes a reflection on the reality of people with disabilities in Brazil, whose trajectories are frequently marked by barriers that go beyond the physical, reaching intellectual, sensory, and emotional dimensions. The central objective is to investigate the transformative role of inclusive education and how it is sustained in the daily life of Brazilian schools. Through a careful literature review, the study follows three essential paths: the concept of disability, the achievements guaranteed by legislation, and the real challenges faced by those who experience the day-to-day life of the school. The findings reveal that, although the country has advanced in legal terms, there is still a long way to go to overcome the lack of resources and the need for more sensitive and technical formation for teachers. A crucial point observed is that inclusion is not done in isolation; it depends on a welcoming school management and, above all, on a genuine partnership with families. This link between home and school is what guarantees the necessary emotional support for the student to feel a sense of belonging to the educational space. It is concluded that inclusive education is not merely a legal obligation, but a human commitment to citizenship and otherness. By embracing diversity, the school ceases to be just a place of learning and becomes a space for building a more just society, where each student has the right to develop their full potential.