INCLUSÃO ESCOLAR DE ESTUDANTES PÚBLICO-ALVO DA EDUCAÇÃO ESPECIAL: DESAFIOS DA FORMAÇÃO DOCENTE E DA PRÁTICA PEDAGÓGICA

Abstract

The consolidation of inclusive education in Brazil has reshaped educational policies by ensuring that access, retention, and learning in mainstream schools are universal rights, regardless of each student's specific needs. However, translating this legal guarantee into daily school routines reveals complex bottlenecks, centered primarily on teacher training and institutional infrastructure. Given this scenario, this article proposes a reflection on the school inclusion of students who are the target audience of Special Education (PAEE), investigating the role of the teacher and the consequences of the lack of specific training in building welcoming pedagogical practices. Methodologically, a literature review was conducted, supported by the frameworks of theorists such as Mantoan (2003; 2006), Freire (1996), Vygotsky (1998), Glat (2007), and Sassaki (1997), in addition to the regulatory framework composed of the LDB (1996), the Salamanca Statement (1994), the National Policy on Special Education (2008), the LBI (2015), and the BNCC (2018). The results indicate that true inclusion goes beyond the formal act of enrollment; it demands intentionality in planning, methodological diversification, real accessibility, and collaborative networks. It is concluded that qualifying the teaching staff is the indispensable pillar to transform the school into a space that not only tolerates, but values difference as an enriching element of holistic human development.