A INSERÇÃO DE PRÁTICAS INCLUSIVAS BASEADAS EM EVIDÊNCIAS NA FORMAÇÃO DE PROFESSORES

Abstract

This research aims to reflect and present data that demonstrate the importance of teacher training focused on Inclusive Education in the context of Basic Education at its various levels, including Professional and Technological Education (PTE). Such training needs to pay attention to diversity in the classroom and enable students' full personal and professional development, based on autonomy, critical thinking, and human dignity. Thus, the research brings to the discussions about teacher training in Basic Education, in the context of and for PTE, the focus on inclusion with the use of Evidence-Based Practices - EBS, given that these strategies, still little explored in the Brazilian educational area, can contribute to the improvement of care for students with Specific Educational Needs (SEN), as well as enable the skills of each student to be evidenced and better developed. To obtain the results, this research used exploratory-descriptive methodological procedures, as well as practical application research and action research. Mixed methods were used to collect data, and as a collection tool, questionnaires were applied to teachers in training in a degree course at the Federal Institute of Brasília, Samambaia Campus. The research also included a systematic literature review using bibliometric analysis and qualitative meta-synthesis to analyze the publications in Inclusive and Special Education. As a result, we obtained an extensive list of available publications in the area of teaching focused on Special Education and Inclusive Education, but we noticed great gaps between research and practice. In addition to this result, it was observed through the application of questionnaires directed to teachers in initial training that there are still many gaps when it comes to working with the Inclusive Education public, and much more lagging are the results presented on the use of EBPs in teacher training and their performance in the classroom. Understanding that there are still large gaps between research and its application in the educational context, this study demonstrates the importance of discussing, implementing, and disseminating the PBE applied to special education and/or inclusive education that can subsidize actions of efficiency and quality to education for all. Moreover, it is understood that teacher training, in a scenario that every day seeks to ensure the rights of access and inclusion to the public with disabilities and/or SEN, needs to renew and adapt to the requirements to offer quality education to all audiences.