INCLUSÃO ESCOLAR EM DEBATE: O DISTANCIAMENTO ENTRE A LEI E A PRÁTICA.

This article analyzes school inclusion within the context of Brazilian public education, with emphasis on the structural, human, and institutional barriers that hinder the effective implementation of inclusive educational policies. Its main objective is to highlight the gap between legal frameworks—such as the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI)—and everyday pedagogical practices. The core issue lies in the disconnect between normative ideals and the actual conditions of teaching. The study is justified by the urgency of rethinking inclusion beyond mere enrollment, considering the concrete demands of schools. A qualitative, theoretical-documentary methodology was employed, grounded in legislation and scholarly literature in the field. The findings point to the need for teacher training, an inclusive school culture, collaboration among professionals, and adequate material conditions. It concludes that effective inclusion requires intersectoral actions that integrate public policy, pedagogical practice, and a collective commitment to diversity.