Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021

Detalhes bibliográficos
Autor(a) principal: Antunes, Alexssandro Cardoso
Data de Publicação: 2023
Outros Autores: Yared, Yalin Brizola
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/70853
Resumo: This article refers to a research carried out in the context of a collective of a Postgraduate Education Program of a private university in the South of Brazil and developed in the discipline of Teacher Training, offered by face-to-face classes in 2022/A. It was proposed to identify and analyze the inclusive educational practices used in the field of continuing education, reported in scientific articles published in online journals in the SciELO database, in the period from 2011 to 2021. To this end, we chose the integrative review method, which was divided into three specific stages aiming at the rigor of the research progress: definition of the theme and the research question, definition of the inclusion and exclusion criteria, and search procedures in the SciELO database, including in this phase the categorization of articles and analysis and interpretation of results. The data obtained from the six articles allowed a synthetic presentation of the results obtained in light of educational practices and continuing education in the context of inclusion and Brazilian legislation. The analysis revealed the absence of research regarding inclusive and (un)successful educational practices from the point of view of students who need specialized educational assistance. The analysis of the articles published in the aforementioned database also shows the lack of continuing education courses through educational practices in the field of inclusion. Therefore, the training made available to the teacher is unidirectional in the educator's relationship with the learner, moderately contributing to the enrichment of inclusive education.
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spelling Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021Prácticas Educativas Inclusivas en el contexto de la formación continua: revisión integradora de estudios de 2011 a 2021Práticas Educacionais Inclusivas no contexto da formação continuada: revisão integrativa de estudos no período de 2011 a 2021Educational PracticesContinuing EducationInclusionPrácticas EducativasFormación continuaInclusiónPráticas EducacionaisFormação ContinuadaInclusãoThis article refers to a research carried out in the context of a collective of a Postgraduate Education Program of a private university in the South of Brazil and developed in the discipline of Teacher Training, offered by face-to-face classes in 2022/A. It was proposed to identify and analyze the inclusive educational practices used in the field of continuing education, reported in scientific articles published in online journals in the SciELO database, in the period from 2011 to 2021. To this end, we chose the integrative review method, which was divided into three specific stages aiming at the rigor of the research progress: definition of the theme and the research question, definition of the inclusion and exclusion criteria, and search procedures in the SciELO database, including in this phase the categorization of articles and analysis and interpretation of results. The data obtained from the six articles allowed a synthetic presentation of the results obtained in light of educational practices and continuing education in the context of inclusion and Brazilian legislation. The analysis revealed the absence of research regarding inclusive and (un)successful educational practices from the point of view of students who need specialized educational assistance. The analysis of the articles published in the aforementioned database also shows the lack of continuing education courses through educational practices in the field of inclusion. Therefore, the training made available to the teacher is unidirectional in the educator's relationship with the learner, moderately contributing to the enrichment of inclusive education.Este artículo se refiere a una investigación realizada en el ámbito de un colectivo de un Programa de Posgrado en Educación de una universidad privada del Sur de Brasil y desarrollado en la disciplina de Formación de Profesores, ofrecido por clases presenciales en 2022/A. Se propuso identificar y analizar las prácticas educativas inclusivas utilizadas en el campo de la formación continua, reportadas en artículos científicos publicados en revistas en línea en la base de datos SciELO, en el período de 2011 a 2021. Para ello, se optó por el método de revisión integradora, que se dividió en tres etapas específicas destinadas al avance riguroso de la investigación: definición del tema y de la pregunta de investigación, definición de los criterios de inclusión y exclusión y procedimientos de búsqueda en la base de datos SciELO, incluyendo en esta fase la categorización de los artículos y el análisis e interpretación de los resultados. Los datos obtenidos en los seis artículos permitieron la presentación sintética de los resultados obtenidos a la luz de las prácticas educativas y de la formación continua en el contexto de la inclusión y de la legislación brasileña. El análisis reveló la ausencia de investigaciones sobre prácticas educativas inclusivas y (sin)éxito desde el punto de vista de los estudiantes que necesitan atención educativa especializada. También se observa, a partir del análisis de los artículos publicados en la base de datos, la falta de cursos de formación continua a través de prácticas educativas en el ámbito de la inclusión. Por lo tanto, la formación que se pone a disposición de los profesores es unidireccional en la relación entre el educador y el alumno, contribuyendo moderadamente al enriquecimiento de la educación inclusiva.Este artigo refere-se a uma pesquisa realizada no âmbito de um coletivo de um Programa de Pós-Graduação em Educação de uma universidade privada do Sul do Brasil e desenvolvida na disciplina de Formação de Professores, ofertada por aulas presenciais em 2022/A. Propôs-se identificar e analisar as práticas educacionais inclusivas utilizadas no campo da formação continuada, relatadas nos artigos científicos publicados em periódicos on-line na base de dados da SciELO, no período de 2011 a 2021. Para tanto, optou-se pelo método da revisão integrativa, que foi dividida em três etapas específicas visando o rigor do andamento da pesquisa: definição do tema e a pergunta de pesquisa, definição dos critérios de inclusão, exclusão e procedimentos de busca na base de dados da SciELO, incluso nesta fase a categorização dos artigos e análise e interpretação dos resultados. Os dados obtidos nos seis artigos possibilitaram a apresentação sintética dos resultados obtidos à luz das práticas educacionais e a formação continuada no contexto da inclusão e a legislação brasileira. A análise revelou a ausência de pesquisas no que se refere às práticas educacionais inclusivas e (in)exitosas do ponto de vista dos estudantes que necessitam de atendimento educacional especializado. Constata-se ainda, a partir da análise dos artigos publicados na referida base de dados, a carência de cursos de formação continuada por meio de práticas educacionais no âmbito da inclusão. Portanto, a formação colocada à disposição do professor é unidirecional na relação do educador com o educando, contribuindo moderadamente para o enriquecimento da educação inclusiva.Universidade Federal de Santa Maria2023-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7085310.5902/1984686X70853Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e3/1-18Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e3/1-18Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e3/1-181984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/70853/51353http://periodicos.ufsm.br/educacaoespecial/article/view/70853/51354Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAntunes, Alexssandro CardosoYared, Yalin Brizola2023-01-31T19:06:49Zoai:ojs.pkp.sfu.ca:article/70853Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-01-31T19:06:49Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
Prácticas Educativas Inclusivas en el contexto de la formación continua: revisión integradora de estudios de 2011 a 2021
Práticas Educacionais Inclusivas no contexto da formação continuada: revisão integrativa de estudos no período de 2011 a 2021
title Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
spellingShingle Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
Antunes, Alexssandro Cardoso
Educational Practices
Continuing Education
Inclusion
Prácticas Educativas
Formación continua
Inclusión
Práticas Educacionais
Formação Continuada
Inclusão
title_short Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
title_full Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
title_fullStr Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
title_full_unstemmed Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
title_sort Inclusive Educational Practices in the context of continuing education: integrative review of studies from 2011 to 2021
author Antunes, Alexssandro Cardoso
author_facet Antunes, Alexssandro Cardoso
Yared, Yalin Brizola
author_role author
author2 Yared, Yalin Brizola
author2_role author
dc.contributor.author.fl_str_mv Antunes, Alexssandro Cardoso
Yared, Yalin Brizola
dc.subject.por.fl_str_mv Educational Practices
Continuing Education
Inclusion
Prácticas Educativas
Formación continua
Inclusión
Práticas Educacionais
Formação Continuada
Inclusão
topic Educational Practices
Continuing Education
Inclusion
Prácticas Educativas
Formación continua
Inclusión
Práticas Educacionais
Formação Continuada
Inclusão
description This article refers to a research carried out in the context of a collective of a Postgraduate Education Program of a private university in the South of Brazil and developed in the discipline of Teacher Training, offered by face-to-face classes in 2022/A. It was proposed to identify and analyze the inclusive educational practices used in the field of continuing education, reported in scientific articles published in online journals in the SciELO database, in the period from 2011 to 2021. To this end, we chose the integrative review method, which was divided into three specific stages aiming at the rigor of the research progress: definition of the theme and the research question, definition of the inclusion and exclusion criteria, and search procedures in the SciELO database, including in this phase the categorization of articles and analysis and interpretation of results. The data obtained from the six articles allowed a synthetic presentation of the results obtained in light of educational practices and continuing education in the context of inclusion and Brazilian legislation. The analysis revealed the absence of research regarding inclusive and (un)successful educational practices from the point of view of students who need specialized educational assistance. The analysis of the articles published in the aforementioned database also shows the lack of continuing education courses through educational practices in the field of inclusion. Therefore, the training made available to the teacher is unidirectional in the educator's relationship with the learner, moderately contributing to the enrichment of inclusive education.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/70853
10.5902/1984686X70853
url http://periodicos.ufsm.br/educacaoespecial/article/view/70853
identifier_str_mv 10.5902/1984686X70853
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/70853/51353
http://periodicos.ufsm.br/educacaoespecial/article/view/70853/51354
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e3/1-18
Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e3/1-18
Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e3/1-18
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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