O AMBIENTE ESTRUTURADO NA PERSPECTIVA BIOECOLÓGICA DO DESENVOLVIMENTO HUMANO: IMPLICAÇÕES PARA A ESCOLA INCLUSIVA

This article discusses the importance of a structured environment for human development based onUrie Bronfenbrenner's Bioecological Theory, articulating it with Vygotsky's contributions on socialmediation and playfulness, Bowen's systemic approach, and the principles of Inclusive Education andUniversal Design for Learning (UDL). Grounded in authors such as Bronfenbrenner (2002; 2012),Vygotsky (1991), Mantoan (2006), and Mendes (2021), and in studies on family systems, the textanalyzes the school as a privileged microsystem for learning and development, highlighting thatstructured, accessible, and affective educational environments constitute an essential condition for the inclusion of all students. The article argues that the intentional organization of space, relationships,and pedagogical practices favors proximal processes, communication, participation, and autonomy,enhancing learning and promoting a truly inclusive school culture.