Estrategias Inclusivas que Despiertan la Participación y la Motivación en el Aula de Aprendizaje: Inclusive Strategies That Foster Student Engagement and Motivation in the Learning Classroom

Francisco Javier Rodríguez Ortiz

doi:10.29394/Scientific.issn.2542-2987.2026.11.39.2.30-42

Autores

Francisco Javier Rodríguez Ortiz Universidade Global Latino-Americana (UGLA) https://orcid.org/0009-0003-0118-688X

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2026.11.39.2.30-42

Palavras-chave:

educação inclusiva, motivação estudantil, estratégias pedagógicas, participação ativa, diversidade na sala de aula

Resumo

A inclusão educacional constitui um dos desafios centrais do século XXI: as salas de aula da educação básica e do ensino médio acolhem uma diversidade crescente de estudantes cujas necessidades, ritmos e contextos exigem respostas pedagógicas diferenciadas. Contudo, as evidências sobre quais estratégias produzem maior impacto na participação ativa e na motivação permanecem dispersas na literatura especializada. O objetivo desta revisão sistemática foi identificar, sintetizar e avaliar as evidências empíricas disponíveis sobre estratégias pedagógicas inclusivas eficazes, com ênfase em seu impacto sobre o engajamento, a motivação e o desempenho de estudantes com diversidade de necessidades educacionais. Empregou-se um método analítico-sintético de caráter indutivo, com abordagem qualitativa e delineamento não experimental documental, seguindo as diretrizes PRISMA 2020. A busca sistemática foi realizada nas bases Scopus, Web of Science, ERIC, SciELO e Google Scholar, abrangendo publicações entre 2019 e 2025; foram identificados 1.247 registros, dos quais 25 estudos atenderam aos critérios de elegibilidade. Os achados evidenciam que a aprendizagem cooperativa, o Desenho Universal para a Aprendizagem, a gamificação, a tecnologia educacional acessível e a avaliação formativa diferenciada são as estratégias com maior respaldo empírico. Conclui-se que a articulação sistêmica dessas estratégias, combinada com atitudes docentes favoráveis e formação profissional continuada, constitui a condição necessária para transformar as salas de aula em ambientes equitativos e motivadores.

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Biografia do Autor

Francisco Javier Rodríguez Ortiz, Universidade Global Latino-Americana (UGLA)

É docente-pesquisador vinculado à Universidade Global Latino-Americana (UGLA), Minatitlán, Veracruz, México. É graduado em Ciências da Educação e possui estudos de pós-graduação em pedagogia inclusiva. Suas linhas de pesquisa abrangem a educação inclusiva, as estratégias pedagógicas diferenciadas, a motivação estudantil em contextos de diversidade e o uso de tecnologia educacional acessível em salas de aula da educação básica e do ensino médio. Participou de projetos de formação docente voltados à implementação do Desenho Universal para a Aprendizagem e da aprendizagem cooperativa em contextos veracruzanos.

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Estratégias Inclusivas que Promovem a Participação e a Motivação na Sala de Aula de Aprendizagem