CHALLENGES, PRACTICES, AND POLICIES OF INCLUSIVE EDUCATION IN THE MUNICIPAL SCHOOL NETWORK OF SANTO ANDRÉ

Abstract

This article provides an in-depth analysis of the challenges, practices, and policies of inclusive education in the Municipal School System of Santo André, focusing on literacy challenges, support for neurodivergent students, and the daily difficulties faced by teachers in the absence of support staff such as AEI and PAEEI. A qualitative extended case-study methodology was adopted, including theoretical grounding, document analysis, and interviews with teachers, coordinators, school leaders, and Special Education professionals. The findings indicate institutional advances fostered by public policies but also reveal major limitations concerning infrastructure, teacher training, professional overload, lack of unified protocols, and difficulties adapting the curriculum to the real needs of PAEE students. The article presents data on the enrollment of atypical students, analyzes pedagogical barriers, highlights effective inclusive practices, and offers recommendations for improving inclusion within the municipal network.