INTEGRAÇÃO DE TEORIAS DIDÁTICAS E PRÁTICAS INCLUSIVAS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: REVISÃO INTEGRATIVA SOBRE FORMAÇÃO DOCENTE E INCLUSÃO

Abstract

Brazilian Technical and Vocational Education and Training (TVET) faces the challenge of consolidating inclusive pedagogical practices that ensure the meaningful participation of students with disabilities while advancing comprehensive, integral education. Objective: to examine how didactic theories and inclusive methodologies have been mobilized in TVET to foster engagement and academic success, with emphasis on teacher education. Method: an integrative literature review of studies published between 2015 and 2025, retrieved from Scopus, Web of Science, SciELO, ERIC, LILACS and OasisBr, and examined through thematic analysis. Results: the literature shows growing theoretical recognition of inclusive approaches; however, relevant gaps remain in initial and continuing teacher education and in the practical implementation of frameworks such as Universal Design for Learning (UDL) and Historical-Critical Pedagogy. A technicist orientation, partially detached from educational foundations, constrains inclusive practices and reproduces long-standing tensions between technical and humanistic education. Conclusion: inclusive teaching in TVET requires an epistemological reorientation of teacher education, integrating critical didactic theories, active methodologies and dialogical perspectives aligned with inclusion policies and contemporary demands.