Transdisciplinary pedagogical practices in Inclusive Education

This article aims to investigate inclusive practices within the educational and pedagogical context considering transdisciplinary attitudes, through a "State of Knowledge" literature review. The research was characterized as qualitative, adopting an epistemological hermeneutic phenomenology approach. Bardin's content analysis was used to interpret the data, in the time gap from 2014 to 2024. As a theoretical framework, the research is based mainly on Nicolescu (1999) and Moraes (2015) to support transdisciplinarity, Brasil (2008; 2011) and Barbosa and Bezerra (2021) to support Inclusive Education. Seven articles were found, showing the existing gap and the need for new research to promote a dialogue between Inclusive Education and pedagogical practices from a transdisciplinary perspective.