Práticas pedagógicas inclusivas: políticas públicas e legislação

Abstract

This article delves into the challenges and possible pathways for building truly inclusive education in Brazil, closely examining the laws and public policies that attempt to guide this transformation. Based on the analysis of recent research (2015-2023), official documents, and real-life experiences in schools, the text discusses important achievements, such as the Brazilian Inclusion Law (LBI) and the National Common Curricular Base (BNCC), but also does not hide the obstacles along the way: lack of teacher preparation, schools with inadequate infrastructure, and outdated views that still persist. The conclusion? For inclusion to move beyond paper, more than good intentions is needed. It is essential that different government areas work together, that investment is made in continuous and affective training for educators, and that school communities are heard and actively participate in this process. Only then can the classroom truly reflect the diversity that exists outside the school walls.