Unveiling inclusive education: teachers’ perspectives in Rio de Janeiro

Abstract

This study examines inclusive education challenges in Brazil's West Zone of Rio de Janeiro. Despite legal guarantees and policy efforts, student dropout and exclusion persist. Ethnomethodology is used to understand daily practices and perspectives of teachers and managers. The research aims to bridge the gap between policy ideals and implementation realities. Findings highlight persistent challenges due to social disparities. While legal frameworks ensure access, implementation falls short. Educators and administrators stress the need for training, improved communication, and better infrastructure. Comprehensive interventions are crucial for inclusive education success. This study offers insights into the hurdles and suggests strategies for aligning policy goals with practice.