INCLUSIVE EDUCATION IN BRAZIL: REFLECTIONS ON THE INCLUSION OF YOUTH AND ADULTS IN THE REGULAR EDUCATION SYSTEM

Abstract

This article presents a reflection on the practice of inclusive education within the Brazilian regular school system, focusing on the integration of children, youth, and adults with disabilities. The study, qualitative and reflective in nature, is based on legal frameworks, theoretical references, and public policies that support the right to education for all. It examines the role of schools, families, and local governments in implementing inclusive pedagogical practices, highlighting challenges related to access, permanence, and meaningful learning. The findings indicate that, despite advances brought by policies such as the National Policy on Special Education from the Perspective of Inclusive Education (2008) and the Brazilian Law for the Inclusion of Persons with Disabilities (2015), structural, pedagogical, and attitudinal barriers remain. The study concludes that building a truly inclusive school requires continuous teacher training, democratic management, and collaboration among schools, families, and communities, aiming for equitable and socially relevant education for all.

DOI: https://doi.org/10.56238/sevened2025.038-042