Educational guidance and diversity: a critical review on inclusion, training, and educational practices (2018–2022)
DOI:
https://doi.org/10.15536/reducarmais.10.2026.4297Keywords:
Educational guidance, Cultural diversity, InclusionAbstract
This study, entitled Educational Guidance and Diversity: A Critical Review on Inclusion, Training, and Educational Practices (2018–2022), aimed to analyze the gaps and challenges faced by educational counselors in implementing public inclusion policies, as well as to identify theoretical and methodological approaches, discuss their conceptual foundations, and reflect on their contributions to strengthening inclusive practices. Methodologically, a qualitative approach was adopted, based on a literature review that integrated theses, dissertations, and scientific articles, allowing for a critical analysis of recent academic production on the subject. The results show a predominance of qualitative approaches, but also reveal weaknesses in the theoretical articulation of some of the analyzed productions. It was also observed that there is a persistent disconnect between the normative discourse of inclusion policies and their implementation in educational practices, associated with structural limitations, insufficient resources, and the fragility of ongoing professional development. It is concluded that, despite the advances recorded in scientific production and inclusive policies, significant gaps remain that compromise the effectiveness of educational guidance, highlighting the need for a reconfiguration of pedagogical practices and institutional foundations, oriented towards the promotion of equity, inclusion, and social justice.
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