DIVERSITY AND INCLUSION: TEACHING CHALLENGES IN THE INCLUSION PROCESS AT SCHOOLS

Abstract

The objective of this research was to analyze the challenges faced by teachers in the process of school inclusion, focusing on the perceptions, difficulties and strategies adopted by professionals in the daily classroom. The research, of a qualitative nature, was carried out through a field approach, with the participation of 18 education professionals (teachers, pedagogical coordinators and school administrators) from a public elementary school. Data collection was done through semi-structured questionnaires and non-participant observations in classrooms. Data analysis revealed that the main challenges faced by teachers include the lack of specific training on inclusion, the scarcity of adequate pedagogical resources and the absence of continuous institutional support. Teachers, although committed to inclusion, reported difficulties in adapting their practices due to the overload of tasks and the lack of specialized support. The final considerations highlight that, for school inclusion to be effective, it is necessary to invest in the continuous training of teachers, in appropriate pedagogical resources and in public policies that offer constant support to education professionals. The research indicates that inclusion must be understood as an ongoing process that requires collaboration between schools, families and government agencies, with the aim of creating a truly inclusive and respectful environment for all students.