SCHOOL INCLUSION FROM THE PERSPECTIVE OF CONTEMPORARY EDUCATION: BETWEEN EDUCATIONAL POLICIES, PEDAGOGICAL PRACTICES, AND THE RIGHT TO LEARNING

Abstract

School inclusion constitutes one of the main challenges of contemporary education, particularly given the need to transform access to school into effective opportunities for participation and learning. This study aimed to analyze how recent scientific literature has addressed school inclusion, considering the relationships among educational policies, pedagogical practices, and the guarantee of the right to learning. An integrative literature review was conducted, covering publications from 2020 to 2026 and searches in selected educational databases. After applying the eligibility criteria, ten articles comprised the final sample. The results showed that effective inclusion depends on the articulation among educational policies, institutional conditions, teacher education, and pedagogical practices capable of responding to diversity. The studies also demonstrated that students' presence at school alone does not ensure inclusion; conditions that promote participation, equity, and learning are also required. It is concluded that advancing inclusive education requires bridging the gap between rights established by educational policies and concrete experiences within schools, recognizing inclusion as a shared responsibility among education systems, institutions, and education professionals.