INCLUSIVE PEDAGOGICAL PRACTICES IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article presents a systematic literature review on inclusive pedagogical practices in the early years of Elementary School, focusing on the participation and learning of students who are the target audience of special education. The problem guiding the review is to understand which inclusive pedagogical practices have been investigated at this stage and what barriers, facilitators and contributions to participation and learning are identified by the scientific literature. The methodology adopted was a systematic literature review, of a bibliographic nature and qualitative approach, with thematic synthesis of the selected studies and documentation of the search and selection flow according to the PRISMA 2020 guidelines. The search was carried out in the SciELO database (Brazil collection), with descriptors in Portuguese, English and Spanish, from 2015 to 2026. A total of 180 raw records were identified; after removing duplicates and applying inclusion and exclusion criteria, 16 studies composed the final corpus. The results show the predominance of studies on Universal Design for Learning, collaborative teaching, specialized educational service and pedagogical resources and assistive technologies, with emphasis on students with Autism Spectrum Disorder and intellectual disabilities. The review identifies tensions between later individual adaptation and inclusive planning from the start, and highlights attitudinal, curricular and teacher training barriers. It is concluded that the most investigated inclusive pedagogical practices articulate advance planning, accessible resources, collaboration among professionals and teaching mediation, and that production still pays little attention to specific curricular areas and to the voice of the students themselves.