PRÁTICAS EDUCATIVAS INCLUSIVAS NA EPT: UMA ANÁLISE SOB A PERSPECTIVA DA TEORIA DA APRENDIZAGEM SIGNIFICATIVA

Abstract

This article analyzes inclusive educational practices in Professional and Technological Education (PTE), focusing on the contributions of meaningful learning to the promotion of more equitable educational processes. The objective was to understand how inclusive pedagogical practices can foster the participation and learning of students with different educational needs in the context of PTE. This is a qualitative bibliographic study developed through the survey, selection, and analysis of academic publications and documents related to the topic. After defining the inclusion and exclusion criteria, the selected studies were organized and compared in order to identify recurring similarities, contributions, and challenges in the investigated field. The results show that valuing prior knowledge, pedagogical mediation, curricular flexibility, and the adoption of inclusive strategies are This article analyzes inclusive educational practices in Professional and Technological Education (PTE), focusing on the contributions of meaningful learning to the promotion of more equitable educational processes. The objective was to understand how inclusive pedagogical practices can foster the participation and learning of students with different educational needs in the context of PTE. This is a qualitative bibliographic study developed through the survey, selection, and analysis of academic publications and documents related to the topic. After defining the inclusion and exclusion criteria, the selected studies were organized and compared in order to identify recurring similarities, contributions, and challenges in the investigated field. The results show that valuing prior knowledge, pedagogical mediation, curricular flexibility, and the adoption of inclusive strategies are This article analyzes inclusive educational practices in Professional and Technological Education (PTE), focusing on the contributions of meaningful learning to the promotion of more equitable educational processes. The objective was to understand how inclusive pedagogical practices can foster the participation and learning of students with different educational needs in the context of PTE. This is a qualitative bibliographic study developed through the survey, selection, and analysis of academic publications and documents related to the topic. After defining the inclusion and exclusion criteria, the selected studies were organized and compared in order to identify recurring similarities, contributions, and challenges in the investigated field. The results show that valuing prior knowledge, pedagogical mediation, curricular flexibility, and the adoption of inclusive strategies areThis article analyzes inclusive educational practices in Professional and Technological Education (PTE), focusing on the contributions of meaningful learning to the promotion of more equitable educational processes. The objective was to understand how inclusive pedagogical practices can foster the participation and learning of students with different educational needs in the context of PTE. This is a qualitative bibliographic study developed through the survey, selection, and analysis of academic publications and documents related to the topic. After defining the inclusion and exclusion criteria, the selected studies were organized and compared in order to identify recurring similarities, contributions, and challenges in the investigated field. The results show that valuing prior knowledge, pedagogical mediation, curricular flexibility, and the adoption of inclusive strategies are central elements for strengthening educational practices committed to equity and to the integral development of students. It is concluded that meaningful learning constitutes a relevant theoretical framework for consolidating inclusive actions in PTE.