CURRICULAR ADAPTATIONS AND INCLUSION: STRATEGIES TO PROMOTE EQUITY IN EDUCATION

Abstract

This research analyzed curricular adaptations and inclusion strategies in the Brazilian educational context, focusing on the promotion of equity in teaching. The central problem investigated was to identify the main challenges and perspectives of inclusive curricular adaptations. The general objective was to analyze the pedagogical strategies and practices that promote equity in teaching through curricular adaptations. The methodology used was the bibliographic review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that, although there have been advances in curriculum adaptation policies, the implementation of these strategies still faces significant challenges, such as the need for specific teacher training and adequate resources. Inclusive practices vary, involving curriculum modifications, use of adapted materials, and collaboration among education professionals. The research highlighted the importance of an integrated approach that considers both the pedagogical and social aspects of school inclusion. The final considerations pointed out that, despite the progress, the promotion of equity through curricular adaptations still requires continuous and systematic efforts. Investments in teacher training, adequate infrastructure, and the promotion of an inclusive culture are essential to ensure the success of these initiatives.