CONCEPTIONS OF INCLUSION IN MUNICIPAL PUBLIC SCHOOLS OF CEARÁ

Abstract

School inclusion emerges as one of the major challenges of contemporary education, marked by the complexity of its implementation in municipal public schools. This theoretical article seeks to analyze the various conceptions of inclusion present in this context, which often manifest in hybrid and multifaceted ways. To this end, the study investigates: What are the predominant conceptions of inclusion among professionals in the municipal public schools of a city in Ceará, and how do these conceptions influence pedagogical practices and school organization? The theoretical framework discusses the evolution of the concept of inclusion, from integration to the inclusive perspective, addressing learning barriers (attitudinal, pedagogical, architectural, and institutional) and the importance of public policies and teacher training. The adopted methodology consists of a bibliographic research with an exploratory and descriptive approach, using databases such as SciELO, Google Scholar, and the CAPES Journal Portal, employing the descriptors "School Inclusion", "Inclusive Education", "Conceptions", "Public Schools" and "Ceará" for the period from 2015 to 2024. The findings, although academic production on Ceará is still incipient, indicate the presence of diverse conceptions of inclusion and the manifestation of barriers, reinforcing the need to deepen the understanding of these realities and to promote a truly inclusive educational culture.