This monograph aims to analyze the theses and dissertations in the Capes database that deal with pedagogical practices with children with Down Syndrome. Based on this, it is worth highlighting the three specific objectives that were crucial in writing: to survey theses and dissertations in the Capes database, which were defended from 2020 to 2024; to describe the theses and dissertations selected for analysis and to discuss important authors who bring the concepts, the trajectory of special education and who deal with pedagogical practices. From this, we have the following question: What are the challenges and possibilities found in the theses and dissertations in the Capes database in pedagogical practices with children with Down Syndrome? The methodology used in the work was bibliographic research, descriptive research and a qualitative approach. Based on the analysis of the data, we can preliminarily state that it is possible to identify important aspects about how teachers feel and what difficulties they face with the demands of students with special educational needs. However, it is worth highlighting
the importance of ongoing training, for better preparation in pedagogical practices.
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