The role of teachers and school management: promoting inclusion and diversity

Abstract

This article explores inclusion and diversity in education, highlighting the role of the pedagogue and school management in analyzing inclusive practices and diversity policies, examining the importance of professionals in promoting equitable education for individuals with specific needs. This study will consider the research of Sassaki (2005, 2006), as well as the reflections of Mantoan (2003, 2013), Menezes (2012) and Freire (2001, 2005, 2008) applying research methods of Gil (2002) and Lakatos & Marconi (2021). From this discussion, the evolution of Brazil’s public education system will be evaluated, driven by the struggle of people with disabilities and the implementation of laws that ensure inclusion, access, permanence, and learning of students with disabilities in conventional classrooms. Using bibliographic research and Boolean research through Google Scholar, to achieve the objectives. The article includes studies that reinforce that the school should represent an inclusive environment not only in its physical structure but also in its pedagogical practices. To achieve this goal, the studies point out that it is necessary to invest in the constant training of teachers. It is concluded with the study that an increase in the load of responsibility of teachers is frequently observed in the face of the demands of educational inclusion. Brazil has developed strategies that value and benefit students and their singularities, however, it is evident that there are several other aspects related to this issue that require special attention, that said, the work in question presents issues related to access to inclusion through specific legislation in a careful look at inclusion treating the stands as subjects of law and leads the school to rethink inclusion as pedagogical praxis.