INCLUSIVE EDUCATION: CHALLENGES, POSSIBILITIES, AND PERSPECTIVES IN THE SCHOOL CONTEXT

Abstract

Inclusive education is a right guaranteed by national and international legislation, aimed at ensuring access, permanence, and learning for all students, regardless of their physical, sensory, or cognitive conditions. However, its implementation in school practices still faces numerous obstacles. This qualitative and bibliographic study seeks to discuss the main challenges and possibilities of inclusive education in Brazil, drawing on authors such as Mantoan, Libâneo, Vygotsky, and Sassaki. The findings highlight that, despite significant legal advances, schools still lack adequate infrastructure, effective public policies, and continuous teacher training. On the other hand, the possibilities for inclusion expand when diversity is recognized as a valuable asset and when innovative and collaborative pedagogical practices are adopted. It is concluded that building a truly inclusive school depends on the articulation of public policies, teacher training, and the engagement of the school community.