The Latin American educational and social reality demands critical contributions on the ways of defining inclusion in educational processes. This article presents an exploratory analysis of conceptual perspectives that have persisted in academic research in educational inclusion in Latin America for the past ten years. From an approach of inclusion for social transformation, this article analyzes the conceptual development this research has undergone as a whole, discussing different conceptions around educational inclusion and exploring the possibilities of offering an educational perspective that will contribute to changes in the conditions that generate social exclusion. The methodology utilized is the analysis of qualitative content found in 35 research articles published between 2009 and 2019 in indexed journals from specialized databases. The results demonstrate that research on inclusive education is related to intercultural, participation and citizenship, integrated work, resources and pedagogical strategies, teachers’ education and teaching autonomy, and education quality.