BEYOND DIFFERENCES: INCLUSION, EQUITY AND THE RIGHT TO LEARN IN CONTEMPORARY SCHOOLS

Abstract

This chapter examines the right to learn as an essential dimension of school inclusion and approaches equity through the actual conditions under which students gain access to knowledge. It questions the distance between enrollment, participation, and learning, since attending school alone does not guarantee meaningful educational experiences. A qualitative bibliographic and documentary study is developed through interpretive reading of scholarship on inclusive education, differences, ethnic-racial relations, teacher education, and educational justice, together with Brazilian legal frameworks. The discussion focuses on four interconnected dimensions: identifying barriers to learning; pedagogical mediation and curricular accessibility; formative assessment and student participation; and institutional shared responsibility for educational rights. The chapter argues that consistent inclusive practices go beyond individual task adjustments and require the reorganization of teaching, professional development, and systematic attention to what is actually learned. It presents an analytical framework to support school teams in reflecting on indicators of participation, teaching mediation, and learning, without claiming empirical validation. It concludes that building a school for all means ensuring that every student has real opportunities to acquire knowledge, express themselves, and participate in decisions affecting their educational paths.