A formação do professor para práticas inclusivas: uma revisão sistemática da literatura das publicações entre 2012 e 2022.

Abstract

The inclusive approach plays a key role in the lives of students with special needs, as it seeks to ensure their participation in all activities promoted in the school environment. School inclusion is outlined in the literature of the area and in the main documents that guide education in Brazil. Therefore, the present work aims to analyze the discussions present in the scientific literature about spaces and teacher training processes that enable Brazilian educators to develop inclusive practices in the early years of elementary school. Thus, methodologically, a systematic review of the literature was carried out, based on the protocol by Okoli (2019) and the content analysis technique formulated by Bardin (2016). In this sense, according to the results obtained, it was possible to observe the need to rethink teacher training, both in Licentiate courses in colleges, and in relation to continuing education. Added to this, legislation is also an important factor with regard to the education of people with disabilities, since the norms reflect the conceptions, practices and representations of a given moment around people with disabilities and, in this way, cannot be read in a restricted way, but under a social, cultural and historical perspective, so that the educator's knowledge of the legislation becomes preponderant to know the rights of all students and, from that, to carry out the legal guarantee given to them.