Pontes, Alex CorreaEvangelista, Katia2026-08-182026-08-182026EVANGELISTA, Katia. Práticas pedagógicas na perspectiva da educação inclusiva: acessibilidade, planejamento e participação. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) – Instituto Federal de Educação Ciência e Tecnologia de Roraima, Iracema, 2026.https://repositorio.ifrr.edu.br/handle/123456789/442The implementation of inclusive education requires pedagogical practices capable of recognizing diversity, removing barriers, and ensuring conditions for access, permanence, participation, and learning for all students. In this context, this article aimed to analyze pedagogical practices developed from the perspective of inclusive education, considering teacher education, curriculum planning, accessibility, and the resources required for students’ participation in everyday school activities. Methodologically, the study is characterized as an integrative literature review with a qualitative approach and a descriptive nature, complemented by documentary analysis. The search for scientific publications was conducted between March 1 and June 30, 2026, in the SciELO, Google Scholar, and CAPES Journal Portal databases, prioritizing studies published between 2015 and June 2026, without disregarding classical works considered fundamental to understanding the topic. Legislation and official documents related to inclusive education were also analyzed. The results showed that inclusive pedagogical practices depend on continuing teacher education, flexible planning, diversified teaching methodologies and assessment procedures, physical and technological accessibility, the use of assistive technologies, and coordination among Specialized Educational Assistance, the Individualized Education Plan, and Universal Design for Learning. The importance of collaborative work among teachers, school administrators, specialized professionals, and families was also highlighted. It is concluded that school inclusion goes beyond enrollment in mainstream education and requires changes in pedagogical practices, relationships, and institutional conditions in order to ensure participation, autonomy, and learning.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação inclusivaPráticas pedagógicasAcessibilidadePlanejamento educacionalInclusão escolartcc_graduacaoCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::PLANEJAMENTO EDUCACIONALLINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA