INCLUSIVE EDUCATION AND ATYPICAL STUDENTS: THE ROLE OF THE TEACHER IN BUILDING EQUITABLE PRACTICES

Abstract

Inclusive education constitutes a fundamental principle of contemporary educational systems, guided by the guarantee of the right to education for students considered atypical, such as those with disabilities, neurodevelopmental disorders, or other specific educational needs. In this context, this article aims to analyze the role of the teacher in the construction of equitable pedagogical practices aimed at atypical students within the scope of inclusive education. This is a qualitative, bibliographical research, based on the analysis of national and international theoretical productions, as well as normative documents that discuss school inclusion, teacher performance, and pedagogical differentiation. The results indicate that, although there are significant advances in the legal and conceptual field of inclusive education, challenges persist related to the initial and continuing training of teachers, curricular flexibility, and the implementation of equitable pedagogical practices in daily school life. It is evident that the teacher occupies a central position in the inclusive process, being responsible for mediating pedagogical strategies that consider diversity as a constitutive element of learning. It is concluded that the consolidation of inclusive education depends not only on public policies, but also on strengthening teacher training and an ethical-pedagogical commitment to educational equity.