INCLUSIVE EDUCATION AND DIVERSITY IN CLASSROOM PRACTICES

Abstract

Although inclusive education has expanded its presence in school debate, turning this principle into classroom practices still requires revision of planning, grouping, languages, and pedagogical support. The general objective of this article is to analyze how teaching work can respond to student heterogeneity without displacing differences to curricular margins. Methodologically, a Bibliographic Research is carried out with support from Gil (2008) and Minayo (2014), mobilizing a theoretical corpus that includes Santos and Franqueira (2024a), Diniz (2023), Pinheiro and Alves (2024), among other key authors. The results indicate that school inclusion requires overcoming uniform teaching models, demanding plural mediations, integrated articulation between regular classrooms and multifunctional resource rooms, and the use of accessible technologies and games subordinated to clear didactic intentions. Furthermore, the study highlights the relevance of discursive genres in linguistic flexibility and the need for a critical intercultural perspective that addresses ethnic-racial barriers and specific educational contexts. It concludes that diversity must guide pedagogical action as a foundation and starting point of the curriculum, ensuring real conditions for participation, qualified permanence, and social justice within the common school experience.