INCLUSÃO PERMANECE: PRÁTICAS PEDAGOGICAS E O DIREITO AO ÊXITO NA EDUCAÇÃO PROFISSIONALE TECNOLOGICA

Abstract

Vocational and Technological Education (VTE) plays a fundamental role in Brazil by combining general education with technical training, opening pathways to social inclusion and the labor market. However, for students with special needs, the challenge goes beyond access: enrollment alone does not ensure that they will be able to remain in and complete their courses. This study analyzes how inclusive educational practices are essential to ensure that these students not only gain entry but also feel welcomed and capable of completing their education. The research adopts a mixed qualitative and quantitative approach, based on a literature review and data from IBGE and INEP. The results suggest that curriculum adaptations, assistive technologies, and the support provided by the Centers for Assistance to People with Specific Needs (NAPNEs) are key pillars for student retention. It is concluded that academic success should not be seen as an individual effort by the student, but rather as the outcome of an institution committed to equity and the human right to learn.