INCLUSIVE EDUCATION IN THE SCHOOL CONTEXT: TEACHING CHALLENGES IN PEDAGOGICAL PRACTICE

Abstract

Inclusive education is configured as a contemporary educational paradigm, guided by the promotion of equity, the recognition of diversity, and the guarantee of universal access to education. In addition to ensuring plural coexistence within the school environment, this model presupposes the appreciation of intersubjective differences such as gender, ethnicity, and social class, in line with legal frameworks aimed at the universalization of educational rights.From this perspective, current legislation establishes the obligation to offer equitable learning opportunities in the same educational setting, regardless of individual particularities, as a fundamental condition for the realization of social justice.Given this context, this study aims to analyze the challenges faced by regular education teachers in implementing pedagogical practices aligned with the principles of inclusive education. To this end, a qualitative approach was adopted, highlighting: the lack of governmental and pedagogical support; gaps in teacher training specifically for inclusive education; resistance from families in the process of accepting differences; and weak partnerships between schools and communities in the collective construction of inclusive strategies.It is concluded that the effectiveness of this educational model requires not only the adaptation of public policies and structural investments but also the mobilization of collaborative efforts among educational institutions, administrators, teachers, and families, aiming to overcome systemic barriers that perpetuate inequalities in the school environment.