DIVERSITY AND INCLUSION IN ELEMENTARY SCHOOL I: PEDAGOGICAL PRACTICES IN THE SCHOOL CONTEXT

Abstract

This scientific article analyzes diversity and inclusion in Elementary School I, focusing on pedagogical practices developed in the school context and their relationship with the construction of an education committed to equity, participation, and recognition of human differences. In terms of nature, this is basic research with a theoretical character; in terms of approach, it is qualitative; in terms of objectives, it is descriptive-interpretive; and, regarding technical procedures, it is bibliographic and documentary. The thematic corpus comprised 21 sources, including 10 academic publications and 11 legal, normative, or guiding documents. To improve traceability in the revised version, a complementary thematic search was conducted in September 2026 in SciELO and Google Scholar, together with direct consultation of the official institutional portals of the Brazilian Ministry of Education, the National Council of Education, the Presidency of the Republic/Planalto, and UNESCO, using search terms related to inclusive education, pedagogical practices, teacher education, curricular adaptation, and elementary education. Selection considered thematic relevance, identifiable authorship and provenance, availability of full text or verifiable bibliographic data, and contribution to the study objectives, excluding duplicates and materials without a direct analytical relationship to the research problem. The analysis involved exploratory and analytical reading, systematization in a matrix, and organization into four axes: inclusive planning, participation-oriented teaching methodologies, adaptation of activities and resources, and collaboration among school, family, and community. The theoretical-documentary synthesis indicates that inclusion is not limited to formal access, but depends on the articulation of teacher mediation, pedagogical accessibility, institutional conditions, and shared responsibility. Within the limits of the analyzed corpus, it is concluded that effective inclusion requires translating normative guarantees into everyday practices capable of expanding participation and learning.