BARREIRAS INVISÍVEIS: O IMPACTO DAS ATITUDES DOCENTES NAS EXPERIÊNCIAS ESCOLARES DE ALUNOS COM DEFICIÊNCIA

The presence of students with disabilities in Brazilian schools has progressed in legal and structural terms; however, invisible barriers persist that hinder their full participation. Among these, teachers' attitudes stand out, directly influencing the school experiences of these students. This study aims to investigate how such attitudes impact the daily school life of students with disabilities, considering relational, pedagogical, and institutional dimensions. The relevance of the research lies in the need to understand the subjective and institutional factors that obstruct the implementation of inclusive practices, even in contexts formally committed to inclusion. The methodology adopted is qualitative in nature, with observational, documentary, and bibliographic approaches. School records, institutional documents, and specialized literature were analyzed, along with the observation of pedagogical practices in inclusive school environments. The data reveal that, despite the existence of public policies aimed at inclusion, teachers’ attitudes marked by lack of knowledge, insecurity, or low expectations regarding the potential of students with disabilities still occur frequently. These attitudes, often implicit, contribute to the persistence of exclusionary practices and the weakening of pedagogical bonds.