Since the United Nations (UN) formally recognized the right to inclusive education for people with disabilities in 2006, the imperative to integrate technologies that support this objective has become increasingly apparent. This study aims to analyze the impact of Facial Recognition Technologies (FRT) as a tool to promote educational inclusion. A systematic literature review was conducted employing meta-synthesis, systematic mapping of a methodology common in software engineering, and adhering to the PRISMA 2020 guidelines. The initial search identified 137 articles across six scientific databases, of which 11 studies met the criteria for the final inclusion. The evaluation assessed study quality, conceptual homogeneity, risk of bias, word co-occurrence, and author collaboration networks. The analysis used tools including VOSviewer and Microsoft Excel. Data were extracted from selected articles to address four primary research questions. The key findings indicate that Python (64%) was the most frequently employed programming language, followed by the OpenCV library (36%). The review identified several principal applications of FRT in educational contexts, along with major barriers, implementation challenges, and key aspects concerning its impact on inclusion. Although this study reveals that research on FRT for inclusive education remains limited, the results suggest limited but promising potential for further investigation in this domain to develop FRT into effective instructional and pedagogical tools.