INTERDISCIPLINARITY AND SOCIAL INCLUSION OF CHILDREN WITH DISABILITIES IN THE SCHOOL ENVIRONMENT

Abstract

Several countries met in 2015 with the goal of defining new paths for improving global well-being. The decisions made resulted in the Sustainable Development Goals (SDGs), organized into 17 goals and detailed in 169 targets, as well as the 2030 Agenda for Sustainable Development. This document was drafted, ratified, and launched during the United Nations Summit on the subject, and adopted by 193 member countries through their respective world leaders. Different international institutions have emphasized the relevance of interdisciplinarity for the development of citizens capable of contributing to the achievement of these goals by 2030. This article aims to analyze the relevance of interdisciplinarity in promoting target 10.2 of the 2030 Agenda, which seeks to empower and promote the social, political, and economic inclusion of all, without distinction of age, sex, disability, race, or other factors. More specifically, through documentary research, bibliographic research, and data analysis, this article seeks to present an overview of the debate on the interdisciplinarity involved in promoting this empowerment among countries, with an emphasis on the inclusion of children with disabilities in the school environment. Furthermore, it seeks to understand the formulation and monitoring of the 2030 Agenda and target 10.2 for the promotion of learning for children with disabilities and for the reduction of inequalities, as proposed in this document.