The diversity of educational inclusion and the training needs of basic education teachers: integrative review
The research addresses the topic of continuing teacher training, which is one of the obstacles to the inclusive education scenario, as it has been linked to the quality of education and, in the same way, to professional qualification. In this sense, the training of Basic Education teachers is faced...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/71465 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/71465 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores Diversidade Educação inclusiva Teacher training Diversity Inclusive education Formación docente Diversidad Educación inclusiva |
| Sumario: | The research addresses the topic of continuing teacher training, which is one of the obstacles to the inclusive education scenario, as it has been linked to the quality of education and, in the same way, to professional qualification. In this sense, the training of Basic Education teachers is faced with the complexity of this process, requiring planning, concrete and continuous actions, aiming daily at educational inclusion and, subsequently, highlighting professional training needs. Objective to understand the training needs of basic education teachers to meet Special Education and how training is being offered by public authorities. This is an integrative review of virtual databases of theses and dissertations BDTD, CAPES and USP, national publications from 2017 to 2022, the following descriptors were used: diversity; teacher training; inclusion; special education. In total, 12 dissertations were selected and read in full. The results and discussion were presented in two categories: 1) Teacher training needs to serve the Special Education public, 2) Special Education Policy and training offered by the public authorities. It is concluded that to ensure the training of teachers it is essential that the rights in the learning process of all individuals are defended by public policies, however, the study points to progress in the implementation of inclusive Brazilian legislation, but that there are still challenges in training and educational performance. We suggest new studies and contributions from the training perspective of inclusive education professionals. |
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