Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Pereira, Dayane Correia
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| Orientador(a): |
Antunes, Mitsuko Aparecida Makino
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24718
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Resumo: |
This paper aims to identify how research on "inclusive education" is configured in dissertations and theses, which have the aforementioned expression in the title and as a discipline the teacher of the early years of elementary school, produced between 2009 and 2020 in Brazil. The study is justified by the fact that, in the educational area, the number of existing publications under the expression “Inclusive Education” tripled in relation to the previous decade. In order to accompany this growth, a systematic review was chosen in order to provide an overview of what has been produced about inclusive education in Brazil. Therefore, the following inclusion criteria were adopted: a) dissertations and theses, theoretical or empirical, that contain the expression “inclusive education” in the title; b) produced in Brazil; c) in the period from 2009 to 2020. The search resulted in 260 searches. Of this set, 11 works referred exclusively to the teacher in the early years of elementary school, forming the corpus of this research, according to the inclusion and exclusion criteria adopted. For discussion, the surveys were grouped and synthesized into two categories. In practice, it was found that educational institutions made little progress towards inclusive education; challenges remain; there is no effective state support; resistance to inclusion still occurs socially in the form of discrimination, prejudice and stereotypes in relation to the learning and development of students with disabilities, in addition to the unpreparedness of institutions and teachers to include these children with disabilities. It is expected that this research, through the data and abstracts produced, will help other researchers to continue contributing theoretically and in practice, for the realization of more effectively inclusive educational practices |
