INCLUSIVE EDUCATION: THEORETICAL AND LEGAL FOUNDATIONS AND CHALLENGES FOR BUILDING A DEMOCRATIC SCHOOL

Abstract

Inclusive education is currently a central pillar of educational policies, advocating for the universalization of the right to schooling in common educational settings, where the heterogeneity of individuals is recognized as an integral element of the educational process. From this perspective, differences are no longer viewed as individual limitations but are understood as possibilities that enrich teaching and learning experiences. In Brazil, the consolidation of this paradigm is linked to a set of normative and conceptual transformations that have repositioned human diversity at the center of educational debate, broadening the understanding of the right to education beyond formal access to school. In this context, it becomes evident that the implementation of inclusive education cannot be reduced to the existence of legal provisions or normative guidelines. It is a process that requires collective commitment, continuous planning, consistent investment, and the development of pedagogical practices grounded in respect for students’ individual characteristics. Only through coordinated actions among the different actors in the school community will it be possible to advance equity, expand students’ participation in educational processes, and strengthen education as an instrument of social justice.