2025-12-112025-12-112025-08-25PORTELA, Denise Oliveira; MONTEIRO, Jeane Alves. Entre normas e realidade: desafios e perspectivas para uma educação inclusiva em Altamira-Pa. Orientadora: Elisa Augusta Lopes Costa. 2025. 40 f. Trabalho de Conclusão de Curso (Graduação em Letras - Língua Portuguesa) - Campus Universitário de Altamira, Universidade Federal do Pará, Altamira, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8993. Acesso em:.https://bdm.ufpa.br/handle/prefix/8993Inclusive education is a fundamental right, recognized by norms such as the Universal Declaration of Human Rights (UN, 2006) and Law No. 13,146 of July 6, 2015 – the Brazilian Law for Persons with Disabilities (Brazil, 2015). The research Between Norms and Reality: Challenges and Perspectives for Inclusive Education in Altamira addresses the challenges faced in implementing inclusive education in the city of Altamira, Pará, highlighting the discrepancy between the educational norms established by Brazilian legislation and the actual conditions experienced by educators and students in practice. Continuous teacher training is a priority, yet its implementation remains a significant obstacle. In this context, the present study seeks to analyze public inclusion policies and the adaptation of the local educational system to serve students with disabilities, considering factors such as infrastructure, teacher training, and available pedagogical resources. Additionally, the study discusses future perspectives for improving school inclusion, emphasizing the importance of collaborative work among the government, schools, and the community to overcome limitations and promote a more accessible and equitable educational environment for all. Authors such as Mantoan (2003), Mazzotta (2011), Alves (2003) and Barbosa (2023) are some of the scholars who make up the theoretical contribution of this research, carried out through a qualitative and descriptive case study, with data collection through the application of a structured form, composed of closed and open questions. The instrument sought to gather information on: professional profile (training, experience, area of activity); perception of the physical structure and pedagogical resources of schools; experiences with continuing education in inclusive education; main challenges faced in practice with students with special educational needs; pedagogical strategies used and opinion on the effectiveness of school inclusion and suggestions for improvement. The responses were organized and analyzed using the content analysis technique (Bardin, 2011), which allowed the identification of thematic categories and subcategories, such as: infrastructure, pedagogical resources, teacher training, challenges of inclusive practice and prospects for improvement. The results reveal a scenario in which awareness of the importance of inclusive education is present, but its implementation still faces structural, formative and organizational limitations.Acesso AbertoEducação InclusivaFormação de ProfessoresLeis BrasileirasPolíticas públicasInclusive EducationTeacher trainingBrazilian lawsPublic PoliciesCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil