INCLUSION, ACCESSIBILITY AND BELONGING IN RELIGIOUS INSTITUTIONS: AN INTEGRATIVE REVIEW AND ITS EDUCATIONAL IMPLICATIONS

Abstract

This study aims to analyze scientific production on the inclusion of people with disabilities in religious institutions, with emphasis on implications for educational practices. It is an integrative literature review, guided by systematic criteria for searching, selecting, and analyzing studies published between 2015 and 2025 in the CAPES Periodicals Portal. The theoretical framework is based on approaches that understand disability as a socially constructed phenomenon and emphasize the centrality of belonging, participation, and accessibility in inclusive processes. The results indicate that, despite advances in the discussion, inclusive practices remain heterogeneous and, in many contexts, incipient, marked by architectural, communicational, and attitudinal barriers. There is also a predominance of assistentialist models and a lack of systematic training for religious leaders. It is concluded that inclusion in religious institutions requires structured actions, with emphasis on training, active listening, and the revision of institutional practices, constituting a relevant field for the development of inclusive educational practices in non-formal contexts.