Tendências dos trabalhos apresentados nos Encontros Nacionais de Educação Matemática Inclusiva - ENEMI: uma revisão sistemática da literatura

In this article, we present the results of a research aimed at analyzing trends in Inclusive Mathematics Education based on the works presented at the National Meeting on Inclusive Mathematics Education (ENEMI). We conducted a systematic literature review (SLR) of the 362 papers presented at the I ENEMI (2019), II ENEMI (2020), and III ENEMI (2023) in the formats of scientific communications and experience reports. To analyze the data, we used Content Analysis according to Bardin (1977), Rodrigues (2019) and Rodrigues e Brito (2025), which enabled us to categorize the academic productions related to Inclusive Mathematics Education in Brazil. The papers were organized into 25 Units of Registration, which were grouped into five Analytical Categories: (1) Inclusion and Diversity in the Educational Context, (2) Sensory and Functional Conditions, (3) Neurodevelopmental Disorders, (4) Emotional, Behavioral Challenges and Risk Contexts, and (5) Identity and Social Issues. The SLR highlighted the relevance of ENEMI in promoting research on inclusion in Mathematics Education, with trends focusing on topics such as deafness, visual impairment, and inclusion in teaching. However, it also identified the need to expand discussions on themes with low recurrence in the analyzed studies, pointing to gaps that require further attention in the field of inclusive research