INCLUSIVE EDUCATION AND PUBLIC POLICIES IN DEBATE BETWEEN IDEAL STANDARDIZATION AND THE DAILY CHALLENGES OF SCHOOL

Abstract

This research discusses the tensions between the legal frameworks of inclusive education in Brazil and the daily challenges faced by schools in implementing these policies. Brazilian legislation presents progressive guidelines committed to the right to education for all; however, schools still face resistance, lack of teacher training, limited resources, and the invisibilization of people with disabilities and other diversity markers. This study follows a qualitative and bibliographic approach, drawing on authors such as Mantoan (2015), Carvalho (2021), Marcondes and Pereira (2023), Martins and Pieczkowski (2024), Oliveira and Trentin (2024), and Silva et al. (2023), guided by methodological principles from Siena et al. (2024) and Almeida (2021). The data show that, beyond formal compliance with norms, it is necessary to rethink pedagogical practices, evaluation models, and institutional structures based on principles of equity, social justice, and active listening. The research concludes that the effectiveness of inclusive education depends on confronting structural inequalities and collectively building a school culture rooted in hospitality, curricular flexibility, and respect for uniqueness.