NEURODIVERSITY, INCLUSION AND DEMOCRACY

INTERSECTIONAL CHALLENGES FOR INCLUSIVE AND DEMOCRATIC EDUCATION

Abstract

A democratic society is responsible for the way it deals with social, political and economic challenges, especially in the defense of rights and inclusive practices. This commitment stems from principles guaranteed in the 1988 Federal Constitution, which is why it is important to understand how social intersections influence the diversity and inclusion of neurodivergent people. The research problem is related to the ways to introduce inclusive practices in education, considering Brazilian legislation and guaranteeing access to knowledge for those who experience neurodiversity. The hypothesis suggests that diversity requires an educational commitment to a democratic society, with an emphasis on strengthening “political minorities” and promoting the quality of education, in line with the UN SDGs. The text presents an understanding of tradition and participation in the world. The methodology is exploratory, using bibliographic sources and deductive approaches, aiming to develop a theoretical framework to stimulate discussions and reflections.