INCLUSION AND EQUITY POLICIES IN BASIC EDUCATION

Abstract

This study investigated inclusion and equity policies in basic education, seeking to understand how these policies are structured and what impacts they have on pedagogical practice. The problem addressed was: what are the main challenges and effects of inclusion and equity policies in education? The overall objective was to analyze how these policies are implemented and their implications for the educational environment. The methodology used was a bibliographic review of the main references in the area, covering legislation, programs, challenges and inclusive pedagogical practices. The main laws and guidelines that guide inclusion policies were examined, as well as the specific programs implemented to promote equity. In addition, challenges related to regional and socioeconomic inequalities, teacher training, and the availability of educational resources were identified. The results showed that, although inclusion and equity policies have advanced, there are still significant challenges in their implementation. Successful pedagogical practices include diversified methodologies and the use of assistive technologies, but the effectiveness of these practices is limited by a lack of resources and adequate teacher training. The final considerations highlighted the need to improve teacher training and school infrastructure to ensure effective implementation of policies and suggested continuing research to broaden understanding and the development of new strategies for inclusion and equity in basic education.