INCLUSIVE EDUCATION, DIVERSITY AND TEACHER TRAINING: BRIEF ANALYSIS OF ACADEMIC PRODUCTION IN THE FIVE YEAR 2018 – 2022

• DOI: https://doi.org/10.22533/at.ed.558482427022

• Palavras-chave: Inclusive education, Diversity, Teacher training.

• Keywords: Inclusive education, Diversity, Teacher training.

• Abstract:

  This work organizes, through the analysis of academic productions over the last five years, a sample of the movements that have been taking place to promote inclusive education that embraces human diversity, with teacher training processes enhancing actions in this sense. Considering that Inclusive Education aims to guarantee everyone the right to access learning, promoting respect and recognition for the diversity of characteristics and needs presented by human beings, the implementation of inclusive education policies in Brazil has proposed new paradigms for spaces educational, posing challenges and questions to the current educational model, demanding a new meaning in the teaching and learning processes and the curriculum itself. This has not been an easy task, as it addresses issues of the social and cultural subjectivism of the population, in addition to the power relations intertwined in being and doing in school spaces. Thus, there is a need to raise awareness and re-educate concepts and practices, with teacher training processes being a possible and viable path. Characterized as exploratory research and using technical procedures of bibliographical research, the data approach was carried out using qualitative and quantitative methods and thematic analysis. The results indicated that the works are mostly focused on special education while other diversity themes, such as ethnic-racial issues, gender, sexuality, cultural differences (nationality) or socioeconomic differences are not being problematized, despite their social relevance. , feeding or (re)producing its invisibility. Teacher training processes are recognized as a fundamental part in promoting inclusive education and improving pedagogical practices, but the priority focus of these studies continues to be solely on the target audience of special education. Therefore, the learning built from this review and analysis of the work served to reveal how difficult the process of transposing the guidelines into effective practices is.