Resumen

SOUZA, Christianne Thatiana Ramos de  y  MENDES, Eniceia Gonçalves. Systematic Review of Collaborative Research in Special Education in the Brazilian School Perspective. Rev. bras. educ. espec. [online]. 2017, vol.23, n.2, pp.279-292. ISSN 1980-5470.  https://doi.org/10.1590/S1413-65382317000200009.

The implementation of the school inclusion policy in Brazil has produced changes that impact from teacher training to the attention given to the students targeted by Special Education Service in school settings. These changes have been followed by scientific research that aims to highlight the features of this process and the problems emerged from it. Gradually, researchers have begun to take a more active role in this process of school inclusion routine, which led to an increased amount of collaborative research conducted in the field of Special Education from the school inclusion perspective. In this sense, our objective was to describe and to analyze what has been produced by the collaborative action research developed in the field of Special Education from the perspective of school inclusion, from 2008 to 2015, taking as source the abstracts of the national theses and dissertations. The descriptors were: participant research, action research; collaborative research; collaborative-action research; critic-collaborative action research; school inclusion; Special Education. The search was performed in the Brazilian Digital Library of Theses and Dissertations database. The abstracts of 41 papers were analyzed based on a protocol elaborated for this research. The characterization of the research highlighted their contributions to the training of teachers working in school with the students targeted by Special Education Services; to school inclusion of these students; in addition to point out the gaps and possible suggestions for solving problems identified in the field of Special Education and School Inclusion.

Palabras clave : Special Education; School Inclusion; Action-Research.

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