A LITERARY REVIEW ON PEDAGOGICAL PRACTICES USED BY TEACHERS WORKING IN AEE

Abstract

This article analyzes the theme and pedagogical practices used by teachers working in the Special Education Program (SEA). It aims to identify subthemes, areas, and locations of production, and the theoretical and methodological combinations that stand out in the texts, as well as the results and gaps, over the last five years (2021-2025). The methodology used was a literature review (Echer, 2001; Bento, 2012), which analyzed journals that are part of SCIELO and BDTD. The results show that the subthemes associated with the first studies reveal a constant concern with school inclusion, which emphasizes the need for ruptures in the educational system to accommodate diversity. It was identified that 9 of the 28 internationally recognized Evidence-Based Practices (EBPs) were applied in the Brazilian school context, representing approximately 32% of the total. The gaps correspond to approximately 40% of the discussions in the framework, covering: (1) insufficient teacher training, (2) lack of resources and infrastructure, (3) weak interdisciplinary articulation, and (4) neglected impact assessment. continued and adapted resources. The conclusion is that, although progress has been made, inclusive education in Brazil still faces significant obstacles, especially in the implementation of effective pedagogical practices and teacher training. The persistence of these gaps requires intersectoral actions, such as the integration of health and education, and investments in continuing education and adapted resources.