SCHOOL INCLUSION AND DIVERSITY: FROM LEGISLATION TO PEDAGOGICAL PRACTICE

Abstract

School inclusion and the valuing of diversity have become fundamental principles of contemporary education, especially in light of social transformations and public policies aimed at guaranteeing the right to education for all. This article aimed to analyze school inclusion and diversity, considering the path from educational legislation to the effective implementation of pedagogical practice in the daily life of schools. The research adopted a qualitative approach, of a bibliographic nature, based on the analysis of books, scientific articles, and official documents that address inclusive education in the Brazilian context. The results show important advances in the normative field, with the expansion of access for students who are the target audience of special education to regular schools and the strengthening of inclusive discourse in the educational sphere. However, the analysis also points to significant limitations related to teacher training, curricular rigidity, traditional assessment practices, and the persistence of pedagogical and attitudinal barriers that hinder the consolidation of inclusion. The final considerations indicate that the effective implementation of school inclusion requires more than compliance with current legislation, demanding continuous investments in initial and ongoing teacher training, reorganization of pedagogical practices, and the construction of a school culture based on respect for differences. It is concluded that school inclusion is an ongoing process that requires collective commitment, critical reflection, and intentional pedagogical actions in order to promote a more just, equitable, and sensitive education to diversity.