COMPREHENSIVE EDUCATION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION: AN ANALYSIS OF BRAZILIAN PUBLIC POLICIES

Abstract

This article aims to analyze, through a literature review, how Brazilian public policies articulate Integral Education with the principles of Inclusive Education, considering the progress achieved, the challenges encountered, and the possibilities for more equitable school organization. This qualitative study is based on a literature review of books, scientific articles, legislation, and official documents related to the topic. The studies analyzed demonstrate that Integral Education should not be understood merely as an extension of school hours, but rather as an approach to human development that considers the cognitive, social, emotional, and cultural development of students. Similarly, Inclusive Education presupposes the development of pedagogical practices that ensure access, retention, participation, and learning, while respecting individual differences and needs that require curricular flexibility and adaptations, particularly in full-time schools. The analysis of public policies demonstrates that, although Brazil has a robust legal framework in support of inclusion, gaps still remain between legal principles and the reality of schools. Therefore, it is necessary to strengthen coordination among schools, families and health services, as well as to invest in the training of education professionals.