EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA INCLUSIVA: CURRÍCULO INTEGRADO, EQUIDADE E PRÁXIS DOCENTE NA PERSPECTIVA DA PEDAGOGIA CRÍTICA

Abstract

This article examines, from a critical interpretive perspective, the potential and challenges involved in building an inclusive system of Professional and Technological Education (EPT) in Brazil, treating integrated curriculum, equity, and teaching praxis as inseparable dimensions of an educational policy grounded in social and cognitive justice. Methodologically, the study is theoretical and documentary in nature, using a qualitative approach supported by content and discourse analysis and critical hermeneutics, and triangulating national regulatory frameworks with scholarly literature on inclusion, human development, and curricular integration. The findings indicate that inclusion in EPT cannot be reduced to formal access; it requires institutional and pedagogical conditions that ensure student retention and success, including the removal of material, communicational, curricular, and attitudinal barriers. The analysis further shows that an integrated curriculum—when guided by equity—strengthens the formative purpose of EPT by overcoming fragmentation and connecting work, science, culture, and technology. Its implementation, however, depends on reflective teaching praxis, ongoing professional development, and institutional governance capable of ensuring accessibility, academic support, and systematic monitoring of students’ learning trajectories. The article concludes that inclusion is a core indicator of EPT’s public quality and demands integrated policies and an ethical-political commitment to recognition, participation, and meaningful learning.