TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE NATIONAL LITERATURE

Authors

  • GABRIELA DAL FORNO MARTINS Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
  • GABRIELA VIEIRA SOARES DE ABREU Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
  • MARLENE ROZEK Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)

Keywords:

Teacher education, Inclusive Education, Beliefs, Knowledge

Abstract

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.

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Published

2020-10-30

How to Cite

DAL FORNO MARTINS, G., VIEIRA SOARES DE ABREU, G. ., & ROZEK, M. . (2020). TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE NATIONAL LITERATURE. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37837

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

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