Training of pedagogues for the inclusive context: a review study

Abstract

The initial and continuing training of teachers has been a subject of discussion in researches about school inclusion. In this sense, we present in the theoretical foundation authors like Adorno, Costa, Crochík, Diniz, Gatti, Michels, Mantoan and Tardif, who contributed to the understanding of the relationship between teacher education in the early years and inclusive education. This work aims to analyze the researches about the education of the pedagogues, with a focus on their performance in the inclusive school context, published in the SciELO Brasil database, from 2005 to 2020. With a qualitative approach, from the bibliographic review kind, the research analyzed publications focused on the subject in question. The search identified nine researches that met the established criteria. The articles originated two analysis categories: i) inclusive education and teacher training for the early years; ii) inclusion: some challenges and factors related to its implementation. The investigation evidenced the search for a training that may allow knowledge related to the approach of the deficiency, with contribution in strategies that favor the pedagogical practice in the inclusive perspective. It was possible to identify that the medical model of understanding deficiency is predominant in the studies analyzed, being present in the curricular proposals and guiding the practice of many teachers who take the students' deficiency as a base to guide the proposed activities, based on the characteristics presented by the students' deficiency. Based on the results, the number of studies related to the education of pedagogues in the inclusive context is considered to be insignificant, specifically those aimed at the early years of elementary school. We consider the need for further research in order to corroborate, refute and/or expand the data presented here.