Inclusive socio-educational practices: conceptualizations and trends in scientific production in the field of education
DOI:
https://doi.org/10.1590/S1678-4634202450269265Keywords:
Inclusive socio-educational practices, School success, Social inclusion in education, Literature reviewAbstract
This study presents a mapping and an analysis of the literature in education concerning how inclusive socio-educational practices associated with measures to promote school success and social inclusion have been approached. The methodological procedure adopted was the systematic mapping of the literature, in line with Kitchenham and Charters and Petersen et al. through research on Web of Science , Scopus , and B-on . After the inclusion and exclusion criteria were applied, a corpus of 47 publications emerged. We highlighted the main trends regarding time and geographical distribution, organizing themes, methodology, and type of participants. Content analysis and interpretation revealed theoretical insights into inclusive socio-educational practices, showing that there is not a standardized way of naming the phenomena and a gap regarding what inclusive socio-educational practices are really about. The factors that inhibit and facilitate the design, implementation, and development of these practices were also identified. Finally, the findings suggest the concept has been addressed in a way which indicates that inclusive socio-educational practices contribute to mitigate or overcome barriers to learning and participation in promoting school success and social inclusion, in order to meet the needs and diversity of all students, involving planning and cooperative teaching of classes.
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