GUIDELINES FOR INCLUSIVE EDUCATION AND THE FRAMEWORK FOR THE RESPONSIBLE DEVELOPMENT AND USE OF ARTIFICIAL INTELLIGENCE IN EDUCATION: A DOCUMENTARY ANALYSIS

Abstract

This article aims to analyze the guidelines that seek to position Artificial Intelligence (AI) as a tool in support of inclusion and equity in Education. The study adopts a qualitative, documentary approach, drawing on content analysis (Bardin, 2011). The investigation is justified by the relevance and influence of the Reference Framework for the Responsible Development and Use of Artificial Intelligence in Education within the field of educational policy(Brazil, 2025). The results indicate that the document addresses inclusive education not as an isolated topic, but as one of the ethical and operational pillars for the integration of AI in Brazil. Furthermore, the findings show that, despite significant advances in the field of Inclusive Education, considerable gaps persist, most notably the absence of financing mechanisms for the acquisition of technologies in public school systems and the lack of specific training pathways for teachers working in Specialized Educational Support, whose strategic position within the inclusion ecosystem is not addressed by the document.