SCHOOL MANAGEMENT AND INCLUSION: BUILDING SCHOOLS FOR ALL STUDENTS

Abstract

The article looked at how school management can integrate inclusive practices, educational technologies, and neuroscientific knowledge to promote accessible and equitable educational environments. The objective was to identify strategies that enhance inclusion through the use of adaptive digital platforms and continuing education of teachers, highlighting the relevance of personalization of teaching. The study used a bibliographic research as a methodology, based on specialized literature, as described by Amaral (2007) and Macedo (1994), to understand the theoretical and practical contributions on the subject and avoid redundancies. The data were collected and critically analyzed, allowing the organization of the article into three main axes: the construction of inclusive schools, the overcoming of structural and pedagogical challenges, and the connection between management, technology and neuroscience. As a result, it was found that school inclusion depends on strategic management that integrates adaptive technologies and teacher training, combined with collaborative planning with the entire school community. Despite identifying limitations related to infrastructure and technical preparation in specific contexts, the study reinforced the importance of continuous investments in professional training and the development of accessible resources. It was concluded that the integration of neuroscientific technologies and knowledge represents a promising path to make schools more inclusive and effective, but that further research is needed to deepen the impacts of these practices in different educational realities.