<b>ENTRE O DIREITO E A REALIDADE: UM ESTUDO DE CASO SOBRE A INCLUSÃO ESCOLAR EM UMA ESCOLA PÚBLICA.</b>

The inclusion of students with disabilities in regular classrooms represents one of the greatest paradigms of contemporary Brazilian education. This case study investigated the challenges and strategies for promoting inclusion in a public elementary school located in a peripheral region. This qualitative research utilized semi-structured interviews with managers and teachers, as well as field observations in inclusive classrooms. The results demonstrate that the effective implementation of inclusion still faces significant barriers, particularly the lack of specific teacher training and the insufficiency of pedagogical resources and assistive technologies. On the other hand, the study identified that strategies based on collaboration between the regular classroom teacher and the Specialized Educational Service (AEE), combined with flexible curricular adaptation, are essential engines for student development. It is concluded that the active participation of the family, added to institutional support, is fundamental to transforming the school into a democratic space. The research reinforces the need for continuous public policies that transcend physical access and guarantee the permanence and real learning of students with disabilities.