INCLUSIVE EDUCATION: HISTORY TEACHING IN YOUTH AND ADULT EDUCATION CENTERS (CEJA)

Abstract

Inclusive education has emerged as a central theme in contemporary educational policies, aiming to ensure access and quality education for all students, regardless of their physical, intellectual, social, emotional, or linguistic conditions. In the context of Youth and Adult Education Centers (CEJA), this approach becomes even more relevant due to the diverse profiles and life stories of returning students. This essay analyzes the practices and challenges of inclusive education in History teaching at CEJA, emphasizing the importance of adaptive methodologies to promote equity and quality in learning. The methodology includes a literature review of relevant studies and academic articles on inclusive education, History teaching, and pedagogical practices in the CEJA context. References include reflections on History teaching, the dialogue between academic and school knowledge, and case studies illustrating successful inclusive practices.

DOI: https://doi.org/10.56238/edimpacto2025.092-024