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This article analyses the triad educational policies, teacher training and pedagogical practices as elements inscribed within the limits of social policies that intertwine directly in the construction of inclusive education. It also considers the implications of this process in school life, particularly in childhood education, revealing elements from the perspective of human differences, thus contributing to a more in-depth and analytical interpretation of the issue. Among the principles that support the methodological framework, we rigorously discuss the care-educate relationship as a factor for promoting integrated social policies. Moreover, it is imperative to conceive of inclusion as a policy to guarantee the right to education for all and, therefore, a duty of the State and the respective education systems.

Políticas, formação docente e práticas pedagógicas: reflexões acerca de uma educação infantil inclusiva