EDUCAÇÃO INCLUSIVA NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA NO BRASIL (2018–2024): MAPEAMENTO CIENTÍFICO DA PRODUÇÃO ACADÊMICA

Abstract

This study maps Brazilian academic output on inclusive education in Professional and Technological Education (PTE) from 2018 to 2024, aiming to identify trends, methodological approaches, target groups, and research gaps. A mixed-method design is employed, grounded in scientific mapping procedures and bibliometric analysis. Data were collected from major national repositories, notably the CAPES Journals Portal and the Brazilian Digital Library of Theses and Dissertations (BDTD), using descriptors related to inclusion, special education, and PTE, alongside explicit inclusion and exclusion criteria. Findings are summarized through temporal distribution of publications, document typology, predominant thematic categories, and analytical foci (institutional, curricular, didactic-pedagogical, and public policy perspectives). Results indicate increasing scholarly interest over the period, with a concentration on accessibility, pedagogical practices, teacher education, and institutional conditions to support specialized educational services within PTE. Notwithstanding these advances, gaps remain in impact assessments, longitudinal designs, and studies that incorporate more detailed indicators of learning outcomes and student retention. The study concludes that research in the field is expanding but still demands stronger methodological rigor and closer alignment between empirical evidence and the design of inclusive policies for PTE.