BRAZILIAN EDUCATION: CHALLENGES AND OPPORTUNITIES, PROMOTING THE INCLUSION OF STUDENTS WITH DIFFERENT NEEDS AT SCHOOL

Abstract

Inclusive Education represents a significant achievement for students with special needs, promoting their engagement in the learning process and ensuring school accessibility for all. To explore this topic, a field study was conducted using questionnaires with both objective and subjective questions. Furthermore, bibliographical research was used to support the work with the ideas of several renowned authors, such as Gonzalez (2002), Freitas (2009), César (2003), Oliveira (1995), among others, who address the pedagogical theme, highlighting the enlightening context of the work carried out in favor of Inclusive Education. The results obtained demonstrate that Inclusive Education is not just an achievement, but a fundamental right of all students with disabilities who wish to continue their studies, contributing to the prevention of prejudice and the inclusion of everyone in society, in addition to having a positive impact their academic trajectories. In this sense, it is imperative that the government invest in resources that ensure access for students with disabilities to the classroom, and that the barriers faced due to the lack of qualified teachers, as well as the inadequate infrastructure of schools, are addressed, directing efforts towards their implementation and improvement. Therefore, the need to promote inclusion in public schools in Brazil is evident, ensuring an accessible and welcoming educational environment for all students, regardless of their abilities or limitations.