Public school: between compensations and inclusive formation performance

This article presents reflections derived from an educational research on inclusion as a transformative experience in the context of public schools. It exhibits, relates, and confronts the roles of individuals, teacher knowledge, and policies for diverse student populations. Methodologically, it corresponds to a qualitative -descriptive research conducted between 2017 and 2019. The instruments used were field diaries and participant observation records of situations occurring in the daily context of a public school. The results help us understand that the concept of inclusion needs redefinition in the school context. The school, on its part, appears unprepared to embrace an inclusive perspective in pedagogical and institutional management processes. Finally, it is observed that educational policy does not respond assertively to the characteristics of the socio-cultural and institutional context or the particularities of the observed student population.