Macroinclusão e microexclusão no contexto educacional

Microexclusions occur through subtle and often covert practices that can be devastating to victims. They tend to isolate an individual in a given environment, even in cases where this environment is considered inclusive. This article aims to define and characterise the concept of microexclusion, macroexclusion, microinclusion and macroinclusion, presenting examples of how such practices can manifest in diverse environments, as well as in the school environment. In particular, it is intended to discuss an important phenomenon: macroinclusions may lead to microexclusions. These notions will be related to inclusive education and, more specifically, mathematical education, observing possible types of microexclusions. We consider that with this knowledge, it is possible to identify microexclusion processes that relate to practices in the classroom, as well as it allows an analysis of the tensions that can occur in such an environment.