A INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA NA PERSPECTIVA DA PEDAGOGIA CRÍTICA

ABSTRACT The school inclusion of students with disabilities is a topic of great relevance in contemporary society, standing out as a fundamental aspect for the construction of an equitable and accessible education. In a context in which human rights and equal opportunities are central themes, educational inclusion provides access to education, permanence and success in learning, and the integral development of all individuals, regardless of their differences and needs, promoting inclusive and equitable pedagogical practices. This article articulates the assumptions of Critical Pedagogy with the epistemological perspectives of Vygotsky, Paulo Freire, Henry Giroux, among other authors, and their implications in the educational inclusion of students with disabilities. The objective is to reflect on the relevance of these epistemological positions in the context of special education from the perspective of inclusive education according to the pedagogical guidelines of the “Secretaria de Educação do Distrito Federal”. Keywords: Critical Pedagogy; Vygotsky; Paulo Freire; Saviani.