RESENTATION DOSSIER SCHOOL INCLUSION: PRACTICES, RESOURCES AND THEORETICAL-POLITICAL PERSPECTIVES

Abstract

Inclusive Education constitutes one of the most relevant fields of research and practice in the contemporary educational landscape, demanding careful attention to the human, pedagogical, and technological dimensions that permeate the teaching and learning process. This scientific dossier brings together a collection of articles that address, from multiple perspectives, the theoretical foundations, institutional challenges, and pedagogical practices aimed at serving the target audience of Special Education, reaffirming the commitment to an equitable, participatory, and socially just school.

The texts gathered here engage with the principles of educational policies that are equitable, inclusive, and oriented toward lifelong learning, broadening discussions on teacher education, the use of assistive technologies, adaptive methodologies, and pedagogical mediation within different contexts of diversity. The analyses highlight educational services for students with visual, hearing, intellectual, and multiple disabilities, as well as those with autism spectrum disorders. Studies on Brazilian Sign Language (LIBRAS), Augmentative and Alternative Communication (AAC), and accessible pedagogical resources as tools for the democratization of knowledge are also emphasized.

Furthermore, the dossier includes reflections on the ethical, moral, and formative implications of teaching practice, emphasizing the teacher’s role as a mediator in inclusive and humanized learning processes. The presented studies also stress the importance of assistive technology in mediating learning and the role of new educational technologies as tools that expand access, permanence, and academic success for all students.

This collection of works thus constitutes a space of convergence between theory and practice, reaffirming inclusion as a structuring principle of Brazilian public education. The dossier seeks to contribute to scientific debate and to the improvement of educational policies and pedagogical practices, fostering an educational culture that recognizes and values differences, ensuring the right to learn for all.