INCLUSÃO SOCIAL E A ESCOLA: POSSIBILIDADES REAIS OU ILUSÕES?

This study aims to identify challenges and possibilities related to the social inclusion of people with disabilities in the educational context, highlighting factors that enhance or hinder their opportunities for participation in the school environment. This research is part of a broader study developed within the scope of a doctoral thesis and adopts a qualitative, descriptive, and reflective approach, based on a bibliographic review of classical and contemporary authors on inclusion, such as Mantoan, Sassaki, Bourdieu, and Bauman, as well as national and international official documents. The analysis indicates that, despite legal advances and the increase in enrollment of students with disabilities in mainstream schools, architectural, attitudinal, and training-related barriers persist, limiting the effective implementation of inclusive practices. The findings also emphasize the overload and emotional unpreparedness of teachers, who are often held responsible for school failure, and highlight the need for public policies that value continuing education and institutional support. It is concluded that genuine inclusion requires structural and cultural changes in order to transform schools into spaces of belonging, equity, and respect for diversity.