INCLUSION, DIVERSITY, AND PARTICIPATION OF CHILDREN AND YOUNG PEOPLE IN EDUCATIONAL SPACES

Abstract

Making educational spaces responsive to the different ways of experiencing childhood and youth requires more than expanding enrolment or formally affirming a commitment to inclusion. This article aimed to analyse the relationships among childhoods, youth, identities, rights, diversity, inclusion, and participation in educational processes. The study adopted a bibliographic design, with a qualitative approach, basic nature, and descriptive-analytical purpose, drawing on academic works addressing social inequalities, child and youth protagonism, family plurality, disability, and inclusive educational planning. The results indicated that formal access to school did not, by itself, ensure recognition, belonging, or participation. Adult-centred practices, normative family models, communication barriers, and uniform pedagogical proposals restricted the active presence of children and young people in curricula and collective experiences. It was also found that specialised resources achieved greater educational relevance when connected to listening, collaborative planning, and the reorganisation of learning environments. It was concluded that inclusive educational spaces depend on valuing differences, ensuring effective participation, and continuously reviewing institutional relationships, time arrangements, and practices.