ABSTRACT
Inclusive education requires teacher education initiatives that enable pedagogical practices committed to students’ singularities. This article aims to systematize contributions to teacher education towards educational inclusion provided by research conducted at the master’s and doctoral levels in Education. We selected studies published from 2016 to 2019 in the Catalogue of Theses and Dissertations maintained by the Coordination for the Improvement of Higher Education Personnel (CAPES), and we used the following descriptors: “inclusão escolar” (educational inclusion), “formação docente” (teacher education), “Ensino Fundamental” (elementary and middle school). With regard to our theoretical foundations, our study builds on the work of authors such as Campos (2009Campos, A. M. (2009). Educação inclusiva: subsídios para discussão sobre a educação especial no Brasil. Pesquiseduca, 1 (2), 135-142. https://periodicos.unisantos.br/pesquiseduca/article/view/28
https://periodicos.unisantos.br/pesquise...
), Marques et al. (2020Marques, C. M., Bicca, L., Kaim, L. I., Silva, M. A., Oliveira, T., & Miranda, Z. R. F. (2020). Interações e brincadeiras como metodologia de inclusão na Educação Infantil. Revista Extensão em Foco, 8 (2), 1-10. https://doi.org/10.33362/ext.v8i2.2533.
https://doi.org/10.33362/ext.v8i2.2533...
), Nóvoa (1999Nóvoa, A. (1999). Os professores na virada do milênio: do excesso dos discursos à pobreza das práticas. Educação e Pesquisa, 25 (1), 11-20. https://doi.org/10.1590/S1517-97021999000100002.
https://doi.org/10.1590/S1517-9702199900...
, 2017Nóvoa, A. (2017). Firmar a posição como professor, afirmar a profissão docente. Cadernos de Pesquisa, 47 (166), 1106-1133. https://doi.org/10.1590/198053144843.
https://doi.org/10.1590/198053144843...
, 2019Nóvoa, A. (2019). Os professores e a sua Formação num Tempo de Metamorfose da Escola. Educação & Realidade, 44 (3), 1-15, 2019. https://doi.org/10.1590/2175-623684910.
https://doi.org/10.1590/2175-623684910...
) and Zwierewicz et al. (2020Zwierewicz, M., Zanol, A. G., & Horn, M. (2020). Desafios e possibilidades da formação docente. Revista Devir Educação, 2 (4), 232-250. https://doi.org/10.30905/ded.v4i2.319.
https://doi.org/10.30905/ded.v4i2.319...
). Methodologically, it is based on bibliographic review with a qualitative approach. Results show that teacher education is one of the pillars to build educational inclusion; creativity and collaborative work are critical; teachers’ work environment should allow them to re-signify reality as they re-signify themselves, mobilized by reflections on their own pedagogical practices and by recognition for initiatives committed to educational inclusion principles.
Keywords:
teacher education; inclusive education; elementary and middle school