Body Practices and Inclusion: contributions to thinking about quality school education

This research is justified due to the significant increase in the grade-age distortion and its impacts on learning processes, especially after the COVID-19 pandemic, as shown by data from the Basic Education Census and empirical observations of practices as a teacher, making There is an urgent need to rethink educational practices. In this context, the objective of the research is to explore the potential of bodily practices for the process of building and expanding knowledge in everyday school life, contributing to everyone's access and permanence to quality Education. The methodology of this integrative review uses a qualitative approach, consisting of a total of 21 studies, to locate and identify the sources that contributed to the construction of knowledge on the topic. Searches were carried out in the Scientific Electronic databases. Library Online (SCIELO), Physical Collection of the Biblioteca Universo de Niterói, MEC Portal and Brazilian Federal Legislation Portal. Google Scholar was also used as a search source to map possible works that had not been included in the aforementioned databases. The conclusion of this study proposes that to promote quality education, access and permanence for all, an integrated approach is necessary, which considers legal guidelines and school practice, involving curricular adaptations, adequate infrastructure and overcoming barriers. Furthermore, interdisciplinarity and body movement contribute to an education based on valuing the diversity and uniqueness of students. To this end, effective public policies, investment in infrastructure and the commitment of everyone involved in educational processes are essential.