Araújo, Francisco Roberto DinizCarvalho, Rebeca Natalie de Jesus2026-08-212026-08-212026https://repositorio.ifrr.edu.br/handle/123456789/483This study analyzes Vocational and Technological Education (VTE) as an instrument for the inclusion, retention, and academic success of working students who face difficulties in reconciling work, studies, and access to digital technologies. The objective is to understand how VTE can promote student retention through inclusive pedagogical practices, flexible methodologies, and institutional support policies. The research is qualitative in nature, based on bibliographic, documentary, and reflective approaches, grounded in an analysis of the author’s academic experience, official documents from the Ministry of Education, and theoretical references from Freire (1987), Kuenzer (2002), Ramos (2008), Frigotto (2009), Almeida (2011), and Pagnoncelli and Zambam (2016). The results demonstrate that student retention depends not only on individual effort but also on the implementation of institutional strategies, such as asynchronous activities, strengthened tutoring, greater flexibility in teaching methodologies and assessments, development of accessible materials, and promotion of digital inclusion. It is concluded that VTE plays a strategic role in comprehensive human development, the reduction of educational inequalities, and the promotion of citizenship. Therefore, strengthening public policies and pedagogical practices committed to equity, accessibility, student retention, and the academic success of working students is essential.pt-BRAttribution-NoDerivs 3.0 BrazilEducação Profissional e Tecnológicapermanência estudantilestudante trabalhadorinclusão educacionalformação humanatcc_especializacaoCIENCIAS HUMANASCIENCIAS HUMANAS::EDUCACAO