Inclusão na educação infantil: percepções e desafios docentes

Abstract

This study aims to discuss inclusive education in the Brazilian educational context, addressing its historical, legal, social, and pedagogical foundations, as well as the challenges that still hinder its implementation in schools. This is a bibliographic study with a qualitative and descriptive approach, based on the analysis of books, scientific articles, official documents, and legislation related to the subject. The reviewed studies show that, although Brazil has made progress in establishing public policies and legal provisions aimed at guaranteeing the right to education for all, important obstacles remain, including insufficient teacher training, limitations in school infrastructure, and the lack of pedagogical resources and institutional support. The findings indicate that school inclusion goes beyond students’ enrollment in regular education and involves creating conditions that ensure participation, learning, and development under equal opportunities. It is concluded that the consolidation of inclusive education depends on the joint efforts of public authorities, educational institutions, education professionals, families, and society in order to turn legal principles into truly inclusive practices.