<b>INCLUSÃO E APRENDIZAGEM EM MATEMÁTICA: DESAFIOS, POSSIBILIDADES E PRÁTICAS PEDAGÓGICAS NO CONTEXTO ESCOLAR BRASILEIRO</b>

This article addresses the relationship between inclusive education and learning in Mathematics within the Brazilian basic education context, analyzing structural, pedagogical, and formative challenges that permeate school routines. The study investigates how teaching practices, educational policies, and conceptions of instruction influence the performance and participation of students with diverse learning profiles, especially those experiencing learning gaps, persistent difficulties, or specific educational needs. The research adopts a qualitative bibliographic approach, based on a critical analysis of recent national academic publications that discuss inclusive education, Mathematics teaching, and teacher education. The paper examines pedagogical possibilities grounded in active methodologies, curricular adaptations, the use of concrete materials, and collaborative strategies as pathways to promote greater equity in classrooms. The findings indicate that inclusion in Mathematics requires the reorganization of traditional practices, investment in continuing teacher education, and the strengthening of public policies that ensure real learning conditions for all students. It is verified that the construction of welcoming, flexible, and intentionally planned learning environments fosters participation and conceptual development. The study concludes that effective inclusion depends on collective commitment, systematic planning, and articulation between schools, teachers, and educational policies, consolidating Mathematics as a fundamental learning right.