THE PEDAGOGUE AS A FACILITATOR OF SCHOOL INCLUSION IN HIGH SCHOOL

Abstract

When working in high school, the pedagogue assumes an essential role in promoting school inclusion, serving as a link between the various agents of the educational process and the specific needs of students with diverse educational requirements. Their function goes beyond pedagogical planning, encompassing the mediation of inclusive practices, the sensitization of the teaching staff, and the creation of a welcoming and equitable school environment. In the context of high school, where the challenges of adolescence are compounded by curricular demands, the pedagogue’s work becomes even more strategic, requiring active listening, collaborative planning, and actions that ensure the permanence and full development of all students. The objective of this study is to analyze the role of the pedagogue as a facilitator of school inclusion in high school, highlighting their actions, challenges, and contributions to the realization of inclusive education. The methodology adopted is bibliographic review, based on works that discuss pedagogical practice, inclusion policies, and school routines. It is concluded that the pedagogue, when well-prepared and proactive, can transform the school reality, making high school more accessible and meaningful for all students.