Freitas, Rafaela Flávia deFranco, Marco Antônio Melo2023-08-212023-08-212022FREITAS, R. F. de; FRANCO, M. A. M. Pedagogical practices in special education, teacher training and action research: what the studies say. RIAEE - Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 3, p. 1713-1734, jul./set. 2022. Disponível em: <https://periodicos.fclar.unesp.br/iberoamericana/article/view/15971>. Acesso em: 06 jul. 2023.1982-5587http://www.repositorio.ufop.br/jspui/handle/123456789/17317The study aimed to identify and analyze what has been produced in the academic field about pedagogical practices in special education from 2008 to 2020. A systematic literature review was carried out that articulates the themes that involve inclusive pedagogical practices in special education, teacher training, action research. The search was carried out by combining the descriptors: Inclusion, Special Education, Inclusive Education with the descriptors Action Research, Collaborative Research. 193 articles were found, of which 44 articles approached the topic. it was observed that most publications on the subject occurred after the enactment, in 2015, of the Brazilian law for the Inclusion of Persons with Disabilities. Furthermore, it was possible to identify that action research appears as an important theoretical-methodological instrument for the development of more effective pedagogical practices and for the continuing education of Special Education teachers.en-USabertoArtigo publicado em periodicoEste trabalho está sob uma licença Creative Commons AttributionNonCommercial 4.0 International License. Fonte: PDF do artigo.https://doi.org/10.21723/riaee.v17i3.15971