INCLUSIVE EDUCATION: CHALLENGES FACED BY EDUCATIONAL INSTITUTIONS IN THE INCLUSION OF STUDENTS WITH DISABILITIES

Abstract

This article investigates the structural, pedagogical and institutional obstacles faced by public schools in the implementation of inclusive education in Brazilian basic education. The objective was to analyze the barriers that prevent the full participation and learning of students with disabilities in regular education. Methodologically, a bibliographic research of qualitative approach and exploratory-descriptive character was carried out. The documentary corpus consisted of current federal legislation and selected academic productions via SciELO and Google Academic indexers, delimiting the time frame from 1997 to 2025. Data analysis occurred through the content analysis technique. The findings show that the lack of continuing education for educators, the scarcity of adapted pedagogical resources and assistive technologies, as well as the precariousness of architectural accessibility in institutions, constitute the greatest obstacles to the process. In addition, there was a severe distance between the guarantees of the legal text and the daily school praxis, aggravated by attitudinal barriers and the insufficiency of state financial support. It is concluded that the consolidation of a genuinely inclusive school environment requires articulated macropolitical efforts, requiring substantial investments in professional training, curricular reconfiguration and a cultural change in the perception of human diversity.