EDUCATION THAT SEES EVERYONE: EDUCATIONAL PRACTICES THAT RESPECT DIFFERENCES AND GUARANTEE THE RIGHT TO LEARN

Abstract

This article aimed to analyze inclusive education as an expression of the right to education in its material dimension, articulating legal foundations, school organization, and pedagogical strategies aimed at ensuring learning. The theme focused on understanding substantive equality as a structuring principle of educational policies and institutional practices. The study adopted a qualitative bibliographic methodology with a theoretical-analytical approach, based on the selection, reading, and critical interpretation of recent scientific publications and relevant normative frameworks, which were thematically organized to enable dialogue among different authors. The analysis demonstrated that the effectiveness of inclusion depends on the integration of structured instructional planning, state responsibility, adequate funding, and institutional reconfiguration, thereby overcoming merely formal conceptions of school access. It was concluded that guaranteeing the right to learn requires political commitment, administrative reorganization, and intentional pedagogical action guided by equity and distributive justice, in order to ensure full participation and the integral development of students.