INCLUSIVE EDUCATION AND INTERSECTIONALITY: DISABILITY, GENDER, RACE AND SOCIAL VULNERABILITY IN THE SCHOOL CONTEXT

Abstract

Contemporary inclusive education requires a broader understanding of the inequalities that permeate the school environment, especially when disability, gender, race, and social vulnerability intersect and produce multiple forms of exclusion. This chapter aims to analyze the contribution of the intersectional perspective to the development of more equitable and inclusive educational practices, considering the challenges faced by students from historically marginalized groups. The methodology consisted of a narrative literature review based on national and international scientific publications on inclusive education, intersectionality, and human rights, drawing on the contributions of authors such as Kimberlé Crenshaw, Nilma Lino Gomes, Boaventura de Sousa Santos, and Maria Teresa Eglér Mantoan. The results indicate that educational barriers cannot be understood solely through disability but must also consider power relations associated with structural racism, gender inequalities, and socioeconomic conditions. The findings reveal that inclusive pedagogical practices combined with equity-oriented public policies contribute positively to students’ participation, retention, and holistic development. It is concluded that the intersectional approach enhances the understanding of multiple vulnerabilities present in school settings and supports the construction of an educational system committed to social justice, diversity appreciation, and the guarantee of educational rights for all learners.