INCLUSION IN THE SCHOOL CONTEXT: CHALLENGES AND POSSIBILITIES IN CONTEMPORARY EDUCATION

Abstract

Inclusive education is one of the fundamental pillars for building fairer, more democratic, and equitable societies, as it ensures the right to education for all, regardless of their specific needs. This article aims to discuss inclusion in the school context, with an emphasis on the challenges faced by contemporary education. It is justified by the need to understand and problematize the barriers that still limit the full and effective participation of students with disabilities in the educational environment. The general objective is to identify the main obstacles experienced by these students in everyday school life, as well as to analyze strategies that may contribute to overcoming them. Regarding the methodological procedures, this is a bibliographic study, with a qualitative approach and an exploratory nature, based on established theoretical references in the field of inclusive education. The results reveal the persistence of attitudinal, physical, and pedagogical barriers, which compromise the implementation of inclusive practices, in dialogue with the theoretical contributions of Sassaki (1997), Mantoan (2003), and Fiorin (2014), in addition to data presented by Instituto NeuroSaber (2021). Furthermore, the relevance of continuing teacher education, curricular flexibility, and institutional commitment is highlighted as essential factors for promoting truly inclusive education. It is concluded that the implementation of school inclusion requires a continuous process of transformation of educational practices, based on equity, respect for differences, and the strengthening of public policies that guarantee access, permanence, participation, and learning for all students.