<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2226-4000</journal-id>
<journal-title><![CDATA[Revista Internacional de Investigación en Ciencias Sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Investig. Cienc. Soc.]]></abbrev-journal-title>
<issn>2226-4000</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Asunción]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2226-40002025000200159</article-id>
<article-id pub-id-type="doi">10.18004/riics.2025.diciembre.159</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafios e perspectivas na implementação da educação inclusiva: um estudo de caso no Colégio Estadual Girassol de Tempo Integral Rachel de Queiroz, em Palmas - To]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and perspectives in the implementation of inclusive education: a case study at Colégio Estadual Girassol de Tempo Integral Rachel de Queiroz, in Palmas - To]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Da Silva Rodrigues]]></surname>
<given-names><![CDATA[Charllyngton Fabio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Asunción  ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>159</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2226-40002025000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2226-40002025000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2226-40002025000200159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumo Este artigo analisa os desafios e perspectivas na implementação da educação inclusiva no Colégio Estadual Girassol de Tempo Integral Rachel de Queiroz, em Palmas-TO. A pesquisa, de abordagem qualitativa, envolveu entrevistas, observações e análise documental para compreender as barreiras e estratégias adotadas pela escola. Os resultados evidenciam que a formação continuada dos professores é fundamental, mas enfrenta limitações de tempo, recursos e resistência à mudança. A infraestrutura escolar apresenta deficiências em acessibilidade física e recursos tecnológicos assistivos, dificultando a participação plena dos estudantes com necessidades especiais. Além disso, o envolvimento da comunidade escolar e do entorno é restrito, limitando o apoio à inclusão. Conclui-se que a superação desses desafios requer uma abordagem integrada, envolvendo políticas públicas, gestão escolar, formação docente e mobilização social, para garantir ambientes educacionais verdadeiramente inclusivos e o pleno desenvolvimento de todos os estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the challenges and perspectives in implementing inclusive education at Colégio Estadual Girassol de Tempo Integral Rachel de Queiroz, in Palmas-TO, Brazil. The qualitative research involved interviews, observations, and document analysis to understand the barriers and strategies adopted by the school. The results show that ongoing teacher training is essential but faces limitations related to time, resources, and resistance to change. The school&#8217;s infrastructure lacks adequate physical accessibility and assistive technological resources, hindering the full participation of students with special needs. Furthermore, community and parental involvement is limited, restricting support for inclusion. The study concludes that overcoming these challenges requires an integrated approach involving public policies, school management, teacher training, and social mobilization to ensure truly inclusive educational environments and the full development of all students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="es"><![CDATA[Infraestrutura Escolar]]></kwd>
<kwd lng="es"><![CDATA[Envolvimento da Comunidade]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[School Infrastructure]]></kwd>
<kwd lng="en"><![CDATA[Community Involvement]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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