¿Qué se está haciendo en investigación sobre inclusión? Comprensiones de investigaciones sobre inclusión en educación y educación matemática

Objective: This article aims to understand how inclusion is being addressed in research on education and mathematics education. Methodology: An interpretive study was conducted, which allowed us to identify convergent aspects for understanding the issues at hand. The Scopus database was used to select articles due to its scope and impact, and searches were conducted in the Capes thesis and dissertation catalog, the Digital Library of Theses and Dissertations, and the UNESP Institutional Repository. The terms “inclusion,” “inclusion in education,” and “inclusion in mathematics education” were used for this search, considering the period from 2018 to 2022. Results: The interpretation of the works led to the development of three thematic categories: inclusion as a right guaranteed by law; inclusion as an attitude; and inclusion as recognition of social barriers. Conclusions: The discussion of these categories concludes that ableist prejudices still exist in research on disability. This is evident in the focus on disability rather than on the social conditions that do not guarantee the “tools” that enable the rights of persons with disabilities.