INCLUSIVE EDUCATION: PRACTICES AND CHALLENGES FOR A MORE WELCOMING SCHOOL

Abstract

This article aimed to analyze practices and challenges of inclusive education, with a view to building a more welcoming school. The research focused on identifying pedagogical actions that favor the participation of students with disabilities, especially those with Autism Spectrum Disorder, as well as problematizing the structural and symbolic obstacles that limit the implementation of inclusive policies. The methodology adopted was bibliographic in nature, with a qualitative approach, based on the critical analysis of academic productions published between 2021 and 2024. The selection of texts considered their thematic relevance and adherence to the object of study. It was found that effective school inclusion demands pedagogical practices that are sensitive to the singularities of the subjects, curricular reorganization, collaborative work, and continuing teacher training. Obstacles such as the lack of resources, the devaluation of diversity, and professional unpreparedness were also identified. It was concluded that the consolidation of inclusive education presupposes tackling structural inequalities, overcoming normative concepts and valuing difference as an educational principle. The study reaffirms the importance of ethical, political and pedagogical training for educators as a condition for strengthening inclusive practices, proposing, in the end, the need for in-depth research on the role of support professionals and the participation of families in the inclusive process.