Resumo

PALACIOS GARAY, Jessica Paola et al. Inclusive education and public policies: Responses to contemporary social fragmentation. Impulso [online]. 2025, vol.5, n.11, pp.26-41.  Epub 02-Jul-2025. ISSN 2959-9040.  https://doi.org/10.59659/impulso.v.5i11.129.

This research analyzes public policies for inclusive education as an alternative to social fragmentation in Peru. Despite regulatory advances, there are still structural, social and cultural barriers that prevent an effective implementation of inclusion in the educational system. The objective was to understand the current state of inclusive policies and their capacity to respond to educational inequalities. A qualitative, interpretative and phenomenological approach was adopted, using semi-structured interviews with former Ministry of Education officials, documentary analysis and participatory observation. The inductive method made it possible to explore the perceptions of key actors on the regulatory framework and its application. The results show deficiencies in the dissemination, implementation and monitoring of inclusive policies. Factors such as lack of teacher training, insufficient resources and inequalities between rural and urban areas aggravate educational fragmentation. In addition, legal gaps and the absence of effective control mechanisms have been identified. It is concluded that, although there are laws aimed at inclusion, their implementation is still limited. Greater state commitment, strengthening of teaching capacities and adequacy of resources are required to guarantee equitable and quality education for all.

Palavras-chave : Inclusive education; Public policies; Social fragmentation; Educational equity.

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