Teacher training on school inclusion of students public of Special Education in Brazil: an integrative review

• Autor(a) principal: Lopes, Raphaella Duarte Cavalcante
• Data de Publicação: 2023
• Outros Autores: Cunha, Débora Alfaia da, Brasil, Silvany Ellen Risuenho, Nina, Karla Cristina Furtado, Silva, Simone Souza da Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/69480
• topic: Teacher training; Inclusive education; Students public of Special Education; Formación Docente; Educación Inclusiva; Público Objetivo de la Educación Especial; Formação de professores; Educação Inclusiva; Público da Educação Especial

The research analyzed scientific production regarding teacher training on school inclusion of students public of Special Education in Brazilian context. Therefore, an integrative literature review was carried out on the Capes Journal Portal with the junctions: Inclusive Education (or School Inclusion or Educational Inclusion or Special Education) and Teacher Training (or Teacher Education). There were 29 articles that composed this work. An increase in publications in teacher training about school inclusion was identified from 2016 to 2020 in QUALIS A2 journals. Most of the studies were carried out in Basic Education with common room teachers, mainly in the Southeast Region. It was found that current and future education professionals had no training or did not feel prepared, and there was abundant variability in training. Collaboration between teachers and other education professionals was presented as one of the possible solutions to school inclusion difficulties. It was concluded there is a need for legislation to establish content and workload for teacher training on school inclusion of Special Education public, as well as expanding studies in Higher Education and investments in research in the North Region to improve teacher training quality and, consequently, the teaching of students public of Special Education.