FROM ENVISIONED INCLUSION TO EXPERIENCED EXCLUSION: REFLECTIONS ON STUDENTS RENDERED INVISIBLE IN THE CLASSROOM

Abstract

Inclusive education represents a significant advance in guaranteeing the right to education; however, its implementation still faces challenges stemming from the gap between legislative principles and everyday school practices. In this context, this study aims to analyze—through qualitative bibliographic research—how this gap can foster situations of pedagogical invisibility, thereby compromising students' participation, learning, and development. The research was grounded in an analysis of books, scientific articles, official documents, and legislation regarding inclusive education and School Psychology, engaging primarily with the theoretical contributions of Lev S. Vygotsky, Maria Teresa Eglér Mantoan, and Romeu Kazumi Sassaki. The results demonstrate that, although the Brazilian legal framework guarantees students' access to and retention in regular schools, effective inclusion depends on eliminating pedagogical, institutional, and attitudinal barriers, as well as on the coordination of teacher training, school management, interdisciplinary practice, and public policies. The study concludes that school inclusion is only truly realized when the formal right to education is accompanied by genuine conditions for participation, learning, development, and a sense of belonging, enabling all students to be recognized as active participants in the educational process.