INCLUSION: EDUCATING IN DIVERSITY: MAKING INCLUSION A REALITY

Abstract

Inclusive education has gained prominence in recent decades as a fundamental strategy to ensure the participation of all students, regardless of their differences. This article aims to reflect on educational practices that cater to diversity, highlighting the importance of their implementation for an inclusive and transformative education. The justification for this study is the need to adapt pedagogical practices to a more diverse educational context, ensuring equal opportunities and respect for differences. Diversity, in addition to being a challenge, represents an opportunity to improve teaching methods and foster a welcoming environment. The methodology adopted is a qualitative analysis of the literature, using authors such as Mantoan (2003) and Souza (2010), who discuss school inclusion and curricular adaptation. The study addresses the fundamental role of the teacher in mediating learning and creating a school environment that respects differences, proposing pedagogical strategies that meet the diverse needs of students. The results indicate that inclusion should be seen not only as a right, but as a necessity for the construction of a more just and equitable society. The reflection on diversity in the school context highlights the urgency of promoting changes that enable the formation of conscious and supportive citizens.