Inclusão escolar: dificuldades e desafios

Abstract

This Final Course Work investigates, in a critical and reflective manner, school inclusion has been consolidated, in recent decades, as one of the fundamental pillars of educational policies in Brazil and worldwide. Supported by legal documents and international commitments, such as the Salamanca Declaration (UNESCO, 1994) and the National Policy on Special Education from the Perspective of Inclusive Education (BRASIL, 2008), the inclusive proposal aims to guarantee the right of allstudents, especially those with disabilities or special educational needs, to access, remain in, participate in and learn in regular schools. However, despite legislative advances and the growing appreciation of diversity in the school environment, the implementation of inclusion still faces several challenges in the daily life of educational institutions. Among the main obstacles observed are the lack of specific training for teachers (Araújo et al., 2010), the scarcity of accessible pedagogical resources, difficulties in curricular adaptation (Barros, Silva & Costa, 2015), and attitudinal barriers that reflect prejudices still present in society and school culture (Nunes, Saia & Tavares, 2015). From the perspective of Historical-Cultural Psychology, as discussed by Vygotsky (apud Souza & Andrada, 2013), it is necessary to consider that children's development occurs through social interactions and that teaching must be mediated in a way that respects the singularities of individuals, enhancing their learning. Therefore, an inclusive school must not only welcome students with disabilities, but also create effective conditions for them to learn and develop under equal conditions. This research focuses on understanding the main obstacles and possibilities related to the practice of school inclusion, through the analysis of educators' perceptions, public policies and current pedagogical practices. By investigating these aspects, we seek to contribute to the construction of a truly inclusive, equitable and quality educational environment for all, as provided for in SDG 4 of the UN 2030 Agenda. Finally, based on an integrative literature review and the theoretical contributions of authors such as Mantoan (2006), Dazzani (2010), Freitas (2020), among others, this work proposes to critically reflect on the gap between theory and practice in the inclusion process, in order to propose paths that promote overcoming the inclusion/exclusion dichotomy and strengthen the school as a space for citizenship and social transformation.