Generalist teacher representations about the specialist teacher role: analysis of scientific production in special education in the period from 2008 to 2015

Abstract

This study aimed to identify and analyze the scientific production published in Special Education Area journals on the representations of generalist teachers about the role of the specialist teacher in the education of the target audience of Special Education students process. The literature considered the journals classified in the B2, A1 extracts: Revista de Educação Especial de Santa Maria (REESM); and Revista Brasileira de Educação Especial (RBEE), respectively, as well as articles published in these journals, from 2008 to 2015, related to the issues involved. For data collection were considered initially summaries, followed by abstracts and full articles that met the proposed objective. Quali-quantitative analysis was carried out, supported by indicators year and amount of publication; type of authorship; area of training of authors and co-authors; and issues related to representations of the regular teachers on the role of the specialist. There was higher concentration of articles published in 2015 in the journal B2 and dominance: dual authorship in the two journals; Education as the main area of training of authors and co-authors; and reflection on teachers' conceptions about school inclusion as a sub-theme related to the theme in question. The scarcity of publications on the subject now investigated revealed the need for dissemination of studies that expand the reflections and proposals on it.