Revisão sistemática acerca das políticas de educação inclusiva para a formação de professores

• Autor(a) principal: Ingles, Maria Amélia
• Data de Publicação: 2014
• Outros Autores: Antoszczyszen, Samuel, Semkiv, Silvia Iris Afonso Lopes, Oliveira, Jáima Pinheiro De [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1590/S1413-65382014000300011; http://hdl.handle.net/11449/114308
• topic: Educação Especial; Educação inclusiva; Políticas Educacionais Inclusivas; Especial Education; Inclusive Education; Inclusive Education Policies

The analysis of public policies for teacher education is often referenced in academic discussions and research. There are many implications regarding these studies relevant to adapting policies and pedagogical practices, which are widely discussed in the form of articles, theses and dissertations process. This study presents a literature review on the topic, from 2008 to the present day, also including a few earlier studies, which we found to be essential to our discussion. The search was performed using specific criteria drawing from the Coordination of Improvement of Higher Education Personnel (CAPES) journal site. Descriptors as well as the number of articles analyzed from each of these descriptors were: teacher certification policies (five items); teacher training policies (three articles ); inclusive education policies (one article) ; inclusive education (three articles); teacher training (two articles) and educational legislation (two article) . After selecting these texts, detailed content analysis was performed, taking into account methodological aspects, the problems discussed and implications for pedagogical practice as support for inclusive education. The results indicated a total of 2146 articles, from which 140 were selected initially from the abstracts, and, in turn, 16 were selected, read and submitted to content analysis. This analysis gave evidence for the need to divulge this issue to society, having in mind the importance of teaching practices for seeking the epistemological bases for inclusive education. This study confirmed overwhelming assertions of national researchers about the failure to achieve successful pedagogical practices and teacher education, despite the existence of public policy supporting inclusive education.