SCHOOL INCLUSION POLICIES IN BRAZIL: CHALLENGES, IMPACTS, AND POSSIBILITIES

Abstract

The objective of this research was to analyze school inclusion policies in Brazil, identifying their challenges, impacts, and possibilities in the face of their implementation. It is part of a master's thesis entitled "Inclusion of a student with adverse behavior in a municipal public school in Caicó-RN." To this end, it was necessary to understand the historical and legal context of public policies aimed at school inclusion in Brazil. Therefore, it was necessary to investigate the main challenges faced by schools in the effective implementation of these policies, evaluate the impacts of inclusive practices on the teaching-learning process of students with disabilities and special educational needs, identify possibilities and strategies that favor the strengthening of inclusion in educational institutions, and reflect on the role of education professionals in the consolidation of an inclusive school. Data collection was carried out through bibliographic study, with theoretical references such as: Delgado (2016), Gotzens (2003), Barcelli, Rosalino (2022). Normative documents were also used in this excerpt, such as: Brazil (1997), (2008), UN (1948), among others. This work is justified by the fact that school inclusion represents one of the greatest contemporary challenges of Brazilian education, requiring concrete actions that guarantee access, permanence and meaningful learning for all students. Despite the legal and political advances achieved in recent decades, difficulties are still observed in the implementation of public policies aimed at inclusion, especially with regard to teacher training, physical and pedagogical accessibility and exclusionary attitudinal behaviors, still present in the school environment.