THE CHALLENGES OF INCLUSION IN THE CLASSROOM: HOW TO SUPPORT ATYPICAL CHILDREN

Resumen

This article aims to critically analyze the foundations, practices and perspectives transforming inclusive education in the contemporary school context. From a qualitative approach, an in-depth bibliographic review was developed based on authors that discuss the limits of the school as a disciplinary institution, obstacles and advances in Brazilian public policies of inclusion, as well as the challenges faced in teaching and institutional practice. Initially, the normative structure of the modern school is problematized, whose disciplinary logic makes it difficult to welcome differences and reproduces patterns that exclude various subjects. Then, the guidelines of the National Policy of Inclusive Education are discussed, highlighting legal advances and obstacles to its realization in public schools. Finally, there are possibilities for educational transformation from the construction of an inclusive institutional culture that values diversity, promotes the continuing education of education professionals and favors collaborative, democratic and sensitive pedagogical practices to the uniqueness of students. It is concluded that school inclusion goes beyond physical or curriculum adaptation, demanding deep breaks with exclusionary paradigms and the construction of new meanings for education. Only through the political, pedagogical and ethical commitment of school institutions will it be possible to consolidate a truly democratic, equitable and welcoming education for all subjects.