Educação inclusiva: desafios e possibilidades na construção de uma escola para todos

Abstract

This article analyzes the challenges and possibilities of Inclusive Education in building a school for all in the contemporary context. The research adopts a qualitative, bibliographic, and documental approach, based on national legislation and theoretical contributions regarding diversity, accessibility, teacher training, and pedagogical practices. The analysis highlights that the implementation of inclusion faces obstacles such as the fragility of initial and continuing teacher training, insufficient material resources, and the presence of attitudinal and architectural barriers in daily school life. As possibilities, flexible pedagogical planning, the implementation of Specialized Educational Services (AEE), collaborative efforts among educational actors, and the transition from formal access to the effective guarantee of the right to learning are emphasized. It is concluded that building an inclusive school requires political, pedagogical, and social commitment, adopting diversity as a guiding principle of educational practice.