The attitudinal dimension in inclusive education: challenges and humanized practices at the Educa Mais Coelho Neto Center, Maranhão

Abstract

This article analyzes the practice of inclusive education in a full-time school in Maranhão, specifically at Centro Educa Mais Coelho Neto, from the perspective of the attitudinal dimension and humanized practices. This qualitative and exploratory research is based on a practical experience that transcends mere legal compliance, investigating the impact of pedagogical interventions and intersectoral articulation on the lives of students who are the target audience of Special Education. The study addresses the impact of restricting cell phone use as a catalyst for the emergence of previously masked demands, the role of the specialized educational specialist as a mediator between the school, family, and the social protection network, and the challenges related to guaranteeing rights in contexts of vulnerability. The analysis is grounded in Brazilian legal frameworks, such as the Federal Constitution of 1988, the National Education Guidelines and Framework Law (LDB) No. 9.394/1996, and the Brazilian Inclusion Law No. 13.146/2015, in dialogue with the attached scientific productions. The results show that effective inclusion requires a rhizomatic approach that permeates school, family, and social spaces, positioning the specialized educational service as a citizen and transformative action. It concludes that the attitudinal commitment of educators is the determining factor for overcoming barriers and building a truly equitable school environment.