Inclusão escolar na Educação Profissional Tecnológica: uma revisão sistemática sobre o Atendimento Educacional Especializado

Abstract

This research presents a systematic review of articles on Specialized Educational Assistance (AEE), focusing on publications that point to pathways for inclusive practices in Technological Vocational Education (EPT). It is a bibliographic study, based on scientific articles published primarily in the last five years, located in the SciELO, Google Scholar, and CAPES Journals databases, using descriptors related to EPT, inclusion, and AEE. The results show that AEE faces structural challenges, such as insufficient teacher training, curriculum stress, and a lack of accessible resources. On the other hand, the studies also highlight innovative pedagogical practices that favor student development, such as the use of playfulness, digital technologies, curriculum flexibility, and assessments centered on individual progress.The analysis reveals that the initial and ongoing training of teachers is a fundamental element for the implementation of inclusive practices. It is concluded that the inclusion of students with disabilities should not be understood as the exclusive responsibility of the AEE teacher, but as a collective commitment, involving public policies, institutional support, and a school culture focused on valuing diversity. In this way, it is reaffirmed that inclusion is not only possible but indispensable for the consolidation of a democratic and transformative school. The analyzed articles met the research objective by discussing AEE in the contexts of Professional Education, besides reinforcing the importance of documenting and publishing educational practices, contributing to reflections, analyses, and proposals for inclusive actions with positive results.