EDUCATING FOR ALL, WITH ALL AND AMONG ALL: PATHWAYS TO A HUMANIZED INCLUSION

The study analyzed the foundations of inclusive education with an emphasis on its humanized dimension, seeking to understand how emotional aspects, diversity, and educational technologies can foster more equitable pedagogical practices. It is a descriptive and analytical literature review grounded in references from the field of special and inclusive education. Categories such as teacher training, respect for diversity, the role of families, and the use of technological resources were explored in order to identify the potentialities and challenges of the school inclusion process. The analysis revealed that addressing socio-emotional needs, combined with the use of active methodologies and assistive tools, expands students’ opportunities for participation. Inclusion proved to be feasible when articulated with curricular transformation, the involvement of the school community, and the application of digital technologies. The study reaffirms that humanized inclusion depends on the articulation between innovative pedagogical practices, institutional support, and the appreciation of diversity as an educational principle. The findings reinforce the need for integrated public policies and continuous teacher training to consolidate inclusive school environments.