SCHOOL INCLUSION AND DIVERSITY IN PRIMARY EDUCATION

Abstract

This article discusses school inclusion and diversity in Primary Education (Elementary School Years 1–5), connecting the right to education with the requirements of accessibility, participation, and learning, as well as with the curricular approach to ethnic-racial relations and cultural and gender differences. Through documentary and bibliographic analysis, the text systematizes Brazilian legal frameworks and educational policies in dialogue with international references and with school management proposals aimed at removing barriers. The results indicate that implementing inclusion depends on pedagogical governance capable of aligning curriculum, assessment, and planning with classroom heterogeneity, transforming school culture and qualifying everyday teaching practices. It also argues that diversity should not be treated as a peripheral topic, but as a structuring axis of the school project, especially when considering children’s education for democratic coexistence and recognition of historically marginalized identities.