INCLUSIVE PEDAGOGICAL PLANNING IN BASIC EDUCATION: CURRICULUM FLEXIBILITY AND ENSURING THE RIGHT TO LEARN

Abstract

This article analyzes inclusive pedagogical planning in Basic Education, with particular attention to curriculum flexibility and the conditions required to realize the right to learn. It presents a qualitative bibliographic and documentary study that brings together research on school inclusion, curriculum organization, didactics, assessment, and Universal Design for Learning, together with Brazilian regulatory frameworks. It discusses the difference between enrollment and effective participation, the importance of pedagogical diagnosis, the distinction between curriculum flexibility and curriculum impoverishment, and the limitations of individualized responses disconnected from institutional conditions. It argues that inclusion requires intentional planning, accessibility, methodological diversification, continuous monitoring, and shared responsibility among teachers, school administrators, and support services. By way of synthesis, it presents a framework of operational dimensions to guide planning and assessment decisions. It concludes that ensuring the right to learn requires transforming teaching practices and conditions while maintaining high educational expectations that are nevertheless responsive to students’ different trajectories.