BETWEEN BEING PRESENT AND BELONGING: CHALLENGES IN BUILDING AN INCLUSIVE EDUCATION THAT ENSURES PARTICIPATION, LEARNING, AND AUTONOMY

Abstract

Inclusive education represents a commitment to ensuring every student's right to access, remain in, participate in, and learn within educational settings, while respecting individual differences and educational needs. However, physical presence at school does not necessarily mean a sense of belonging or effective participation in educational experiences. This study aims to analyze the challenges involved in developing inclusive education that goes beyond enrollment and school attendance, ensuring learning opportunities, autonomy development, and recognition of students' individual characteristics. This research consists of a qualitative and descriptive bibliographic and documentary review, based on scientific publications and regulatory documents addressing school inclusion, pedagogical practices, and educational rights. The literature indicates that effective inclusion requires overcoming attitudinal, pedagogical, communicational, institutional, and architectural barriers, as well as strengthening teacher education, adapting teaching strategies, promoting curricular accessibility, and improving relationships among schools, families, and communities. A sense of belonging develops when students are recognized as active participants in the educational process, with genuine opportunities for expression, social interaction, learning, and decision-making. It is concluded that inclusive education requires changes that extend beyond students' physical placement in schools, demanding practices committed to equity, respect for differences, and the development of environments that promote participation and autonomy.