INCLUSIVE EDUCATION: PATHS TOWARDS A SCHOOL ACCESSIBLE TO ALL

Abstract

This article aimed to analyze the possible pathways for the construction of an inclusive school from the perspective of curricular accessibility. The study addressed inclusive education focusing on three central axes: the conceptual foundations of accessibility and its distinction from access and inclusion; teacher training as a structuring element for inclusive pedagogical practices; and the articulation between public policies, pedagogical practices, and school management in the consolidation of curricular accessibility. The adopted methodology was based on a qualitative approach, with emphasis on bibliographic research, using academic texts published between 2020 and 2024, mainly sourced from the SciELO database. The selection criteria prioritized texts with consistent theoretical grounding, thematic relevance, and peer review. The analysis of the materials revealed that accessibility should not be confused with mere physical access to school, but understood as the reorganization of institutional and curricular devices that ensure permanence and participation. It was found that teacher training, in order to be effective, must be continuous, critical, and sensitive to the specificities of school subjects, going beyond technical and normative approaches. Furthermore, it was observed that inclusive public policies require integration with school management and the reorganization of educational practices, recognizing diversity as a principle and not as an exception. It was concluded that the advancement of the inclusive school depends on the articulation of political, pedagogical, and formative dimensions that overcome the logic of adaptation and promote institutional transformation.