INCLUSIVE EDUCATION AND SOCIAL EQUITY: CHALLENGES IN IMPLEMENTING EDUCATIONAL POLICIES IN BRAZIL

Abstract

Inclusive education is an essential principle for the development of democratic educational systems committed to social justice. In the Brazilian context, several public policies have been developed in recent decades with the aim of promoting inclusion and ensuring access, permanence, and learning for all students, especially those historically excluded from school environments. In this context, the present study aims to discuss the main challenges related to the implementation of inclusive education policies and their relationship with the promotion of social equity in Brazil. The methodology adopted consisted of a qualitative bibliographic review based on studies by educational researchers such as Mantoan (2006), Glat and Blanco (2007), and Carvalho (2012), in addition to the analysis of normative documents that guide inclusive educational policies. The results indicate that, despite legal and institutional advances, significant obstacles remain for the effective implementation of school inclusion, including insufficient pedagogical resources, gaps in teacher training, and difficulties in curriculum adaptation. It is concluded that the consolidation of inclusive education requires strengthening public policies, expanding investments in education, and developing pedagogical practices that recognize and value diversity within the school environment.