Abstract

MARTINS, GABRIELA DAL FORNO; ABREU, GABRIELA VIEIRA SOARES DE  and  ROZEK, MARLENE. TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE NATIONAL LITERATURE. Educ. rev. [online]. 2020, vol.36, e218615.  Epub July 07, 2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698218615.

The present study aimed to systematically map the Brazilian scientific literature about what teachers know and believe regarding Inclusive Education. Thus, three databases were consulted: Biblioteca Virtual em Saúde - Psicologia (BVS-PSI), Portal de periódicos da CAPES and Scielo. The identified articles were classified according to: year and journal; institution and education of the first author; nature of authorship; methodology; collection techniques; and research topics. After, the findings reported in the articles that specifically investigated knowledge and beliefs were qualitatively analyzed. The analysis shows the studies are recent and interest in the topic is growing. Special Education stood out as the area driving the debates, suggesting that Inclusive Education has been gradually incorporated as a field of discussion within other Educational areas and related fields. Additional efforts are required to ensure the educational character of Inclusive Education is fully understood as a new way of conceiving subjects and the processes of teaching and learning.

Keywords : Teacher education; Inclusive Education; Beliefs; Knowledge.

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