EDUCAÇÃO ESPECIAL E AGENDA 2030: DESENCONTROS ENTRE OS OBJETIVOS DE DESENVOLVIMENTO SUSTENTÁVEL E A REALIDADE ESCOLAR BRASILEIRA

Inclusive education has been consolidated over recent decades as a fundamental principle for ensuring the right to education for all, grounded in national legislation and international commitments, such as the objectives proposed by the United Nations. In this context, the role of the pedagogue becomes essential in articulating inclusive practices within schools, contributing to the construction of educational environments that respect diversity and promote equity. This article aims to analyze the importance of the pedagogue in the articulation between special education and inclusive education, highlighting the challenges, possibilities, and responsibilities inherent to this professional practice. The study is based on a qualitative bibliographic research, drawing on scientific articles, official documents, and classical and contemporary authors in the field of inclusive education. The analysis indicates that inclusion is a continuous and complex process that goes beyond legal enforcement, requiring changes in attitudes, pedagogical practices, and institutional organization. It is concluded that the pedagogue plays a central role in fostering inclusive cultures, mediating relationships within the school community, and promoting the integral development of all students.