INCLUSIVE EDUCATION AND DIVERSITY: PATHS TO A SCHOOL FOR ALL

Abstract

Inclusive education and the appreciation of diversity have become essential principles for building a school committed to equity, social justice, and the right to learning for all students. This article aims to discuss inclusive education and diversity as pathways to the realization of a school for all, based on an analysis grounded in academic literature and national and international guiding documents. Methodologically, this is a bibliographic study with a qualitative approach and descriptive-analytical character, which gathered recent scientific publications, legislation, and institutional reports related to school inclusion, equity, and teacher education. The results indicate that inclusion is not limited to access and enrollment, but involves ensuring participation, learning, and a sense of belonging, requiring the overcoming of pedagogical, attitudinal, and institutional barriers present in everyday school life. The importance of flexible pedagogical practices, formative assessment, pedagogical accessibility, collaborative work, and continuing teacher education is also highlighted as structuring elements for consolidating an inclusive school. It is concluded that building a school for all depends on a collective and institutional commitment, supported by public policies, committed school management, and pedagogical practices that recognize diversity as a constitutive part of the educational process.