INCLUSIVE EDUCATION IN MAINSTREAM SCHOOLS: CHALLENGES AND POSSIBILITIES FOR TEACHING PRACTICE

Abstract

Inclusive education in mainstream schools is a highly relevant topic in the contemporary educational landscape, as it is directly related to the right of all students to meaningful, equitable, and respectful learning in relation to their differences. In this context, mainstream schools are challenged to reorganize themselves in order to embrace human diversity and promote pedagogical practices that foster everyone’s participation and development. This study aimed to analyze the challenges and possibilities of inclusive education in mainstream schools, considering its implications for teaching practice in the teaching and learning process. The choice of this topic is justified by the need to broaden reflections on school inclusion, especially in light of the difficulties still found in the daily life of educational institutions, such as the lack of specific training, the scarcity of pedagogical resources, and attitudinal barriers that hinder the implementation of truly inclusive practices. Methodologically, the research was developed through a literature review, with a qualitative and exploratory approach, based on the analysis of academic productions on inclusive education, teaching practice, and mainstream schooling. It is concluded that school inclusion, although supported by legal frameworks and important educational principles, still requires progress in the field of teacher education, school organization, and pedagogical practices, so that the school may truly become a space of welcome, equity, and learning for all.