INCLUSIVE EDUCATION AND CONTEMPORARY PEDAGOGICAL PRACTICES: DIVERSITY, EQUITY, AND BUILDING LEARNING ENVIRONMENTS FOR ALL

Abstract

Inclusive education represents a transformation in the ways of understanding teaching and learning processes, shifting the focus from individual limitations to the construction of environments capable of recognizing and valuing different ways of learning. In this context, this article aims to analyze the contributions of inclusive pedagogical practices to the construction of accessible, equitable educational spaces guided by the appreciation of diversity. The research is characterized as a bibliographic review with a qualitative approach, grounded in discussions on school inclusion and the transformation of educational cultures (Booth; Ainscow, 2011), difference and inclusive practices (Mantoan, 2015), mediation and human development (Vygotsky, 1997), as well as the principles of Universal Design for Learning (Rose; Meyer, 2002). The discussion shows that inclusion is not restricted to students' access to school spaces, but involves the reorganization of pedagogical, curricular, and relational practices to enable meaningful participation and learning. It is observed that inclusive environments are built upon the removal of barriers, the flexibilization of teaching strategies, and the recognition of diversity as a constitutive element of the educational experience. The results indicate that practices based on collaboration, accessibility, and pedagogical mediation favor student development and contribute to a more democratic school. It is concluded that the effectiveness of inclusive education requires overcoming models based on the adaptation of the individual to the school system, assuming the commitment to transform educational environments to guarantee learning opportunities for all.