EDUCAÇÃO INCLUSIVA NA PRÁTICA: A PERCEPÇÃO DE PROFESSORES DA EDUCAÇÃO BÁSICA E OS DESAFIOS DA INCLUSÃO ESCOLAR

Abstract

According to the Brazilian Inclusion Law (Law No. 13,146/2015), inclusion aims to ensure and promote, under equal conditions, the exercise of fundamental rights and freedoms of people with disabilities, fostering their effective participation in society. This qualitative study investigated the perceptions of 18 basic education teachers from two public schools in the city of Jaraguá, Goiás, regarding practices and challenges of school inclusion in their contexts. An online public opinion questionnaire with anonymous responses (Resolution CNS 510/2016) was applied, and the qualitative data were analyzed using Bardin’s content analysis technique. The findings highlight recurrent challenges, such as insufficient initial and continuing training, lack of specialized resources, limited time for individualized planning, and weak articulation with families. On the other hand, teachers reported pedagogical adaptations, including differentiated activities, the use of Brazilian Sign Language (Libras), visual resources, cooperative work, and social inclusion initiatives in the classroom. Discrepancies emerged in the accounts: while some teachers described “good interaction” among students, others stated that inclusion is still perceived as a “mere utopia.” These reports resonate with findings already mentioned in the literature, which indicate insufficient teacher preparation and inconsistent application of inclusive strategies. In line with recent studies, structural and formative barriers to effective inclusion persist. It is concluded that legal advances alone are not enough to guarantee inclusive practices, and investments in teacher training and specialized educational support remain essential. Keywords: Challenges; Inclusive Education; School Inclusion; Perceptions; Pedagogical Practice