SCHOOL MANAGEMENT IN PROMOTING THE INCLUSION OF STUDENTS WITH DISABILITIES: CHALLENGES AND POSSIBILITIES IN EVERYDAY SCHOOL LIFE

Abstract

This study analyzes the role of school management in promoting the inclusion of students with disabilities in Brazilian mainstream schools, highlighting the challenges faced in everyday school settings and the possibilities for transformative practices. The research, qualitative and bibliographic in nature, is grounded in renowned authors and in the regulations governing inclusive education in Brazil. Although the country has a robust legal framework that guarantees the right to education under equal conditions, the effective implementation of inclusion remains limited by factors such as inadequate infrastructure, lack of specialized training, attitudinal barriers, and cultural resistance. School administrators, therefore, play a strategic role, going beyond administrative functions to act politically and pedagogically, articulating the school community around an educational project that values diversity and social justice. Promoting an inclusive culture requires the development of participatory pedagogical-political projects, continuing education, physical and pedagogical accessibility, and the strengthening of support networks involving families and public services. The study also highlights the importance of ethical leadership, active listening, and conflict mediation in overcoming barriers to inclusion. Finally, it emphasizes the need for integrated public policies that provide financial and technical support to schools. It is suggested that the topic of inclusive school management be incorporated into teacher and school administrator training curricula, as well as that empirical research be conducted in different contexts to deepen the understanding of the effectiveness of these practices. The study concludes that school management is indispensable for building a democratic, pluralistic, and welcoming school environment capable of ensuring the right to education for all students.