EDUCAÇÃO INCLUSIVA: DESAFIOS E POSSIBILIDADES

Lia Constantino Criscoullo; Elisa Braz Cota; Bianca Olímpio Vilela; Iolanda Costa Rodrigues; Gláucia Rodrigues Guimarães; Thalita  Karla Flores Cruz

doi:10.1590/SciELOPreprints.13343

##article.authors##

Lia Constantino Criscoullo Federal University of Minas Gerais https://orcid.org/0000-0002-4602-7415
Elisa Braz Cota Federal University of Minas Gerais https://orcid.org/0009-0001-6263-9737
- Conceptualization
Bianca Olímpio Vilela Federal University of Minas Gerais https://orcid.org/0009-0002-8463-0140
- Conceptualization
Iolanda Costa Rodrigues Instituto de Neurodesenvolvimento, Cognição e Educação Inclusiva Grupo (INCEI) https://orcid.org/0000-0003-3243-6880
- Conceptualization
Gláucia Rodrigues Guimarães Instituto de Neurodesenvolvimento, Cognição e Educação Inclusiva Grupo (INCEI) https://orcid.org/0009-0007-1573-9173
- Conceptualization
Thalita Karla Flores Cruz Instituto de Neurodesenvolvimento, Cognição e Educação Inclusiva Grupo (INCEI) https://orcid.org/0000-0002-5656-2593
- Conceptualization
- Supervision

DOI:

https://doi.org/10.1590/SciELOPreprints.13343

Keywords:

inclusive education, pedagogical practices, TREINI na Escola

Abstract

Inclusive education in Brazil is supported by laws and public policies. However, it still faces major challenges. These include curriculum adaptation, specific learning difficulties, teacher training, and the lack of institutional support. This study uses a qualitative approach to analyze these obstacles. The research is based on a literature review and analysis of official documents. It also examines the main pedagogical approaches adopted in the country. The article presents the TREINI na Escola (TnE) program as a practical and evidence-based proposal. TnE offers a functional and adapted curriculum, focusing on explicit instruction and contextualized activities. The program also provides support for teachers through ongoing training and structured materials. Its goal is to promote academic, functional, and socioemotional learning for students with disabilities and neurodevelopmental disorders. By combining elements from both traditional and modern pedagogies, TnE seeks to make inclusion more effective. Nevertheless, the program still needs to be tested in different contexts and validated through future research.