THE INVISIBLE INCLUSION: A CRITICAL ANALYSIS OF TEXTBOOKS AND THE EJA SCHOOL PROJECT
Keywords:
Educational Inclusion, Youth and Adult Education (EJA), History Textbooks, Pedagogical Accessibility, Inclusive Teaching Resources, Equity in Education, Educational Policies, School Exclusion, Right to EducationAbstract
This article discusses the invisibility of inclusion in History teaching materials and in the Political-Pedagogical Projects (PPP) aimed at Youth and Adult Education (EJA). The analysis focuses on two widely used works: Araribá Conecta – História (Editora Moderna, 9th grade of Elementary School) and the History material from Global Editora for EJA. Both are found to lack inclusive pedagogical resources such as simplified language, alternative visuals, and interactive proposals that promote accessibility. This absence compromises the right to equitable education and reinforces barriers for students with diverse needs. In addition to textbooks, the study examines school PPPs, highlighting weaknesses in inclusion guidelines, which often appear unclear or lack practical effectiveness. In summary, the research demonstrates that educational exclusion is consolidated both by the omission of inclusive practices in teaching materials and by the insufficiency of institutional pedagogical policies, revealing an inclusion that remains invisible in everyday school life.
