Práticas curriculares inclusivas na produção científica brasileira (2011-2020)

Abstract

This master's thesis is part of the Research Line: Teacher Training, Curriculum and Pedagogical Practices. The dissertation, entitled “Inclusive curricular practices in Brazilian scientific production (2011-2020)”, deals with the ways in which inclusive curricular practices are described and presented in Brazilian scientific production over the last decade. Thus, the concern outlined in the study is linked to the production of an educational investigation that, from the perspective of Curriculum Studies, aspires to carry out a meta-research about the studies published in our country. This research aims to identify and analyze trends in scientific production published in Brazil on inclusive curricular practices over the last decade. The entire structure of this work consists of four chapters. The methodological strategy chosen to conduct this research was meta-research, based on a critical reading inspired by the field of Curriculum Studies. It is important to highlight that meta-research can be understood and interpreted as a survey of other research. This study is an exploratory research, with a qualitative approach, even considering that most of the records and systematizations were carried out with tables and graphs. Meta-research, as a strategy, provided a detailed study based on the conclusions of other investigations, providing an opportunity to provide significant data and trends for the dissertation. Given the trends, it was possible to identify studies with a predominance in teacher education, ASDAutistic Spectrum Disorder, accessible resources. The analyzes allowed us to visualize gaps and/or weaknesses that permeate curricular practices, such as, for example, the lack of an inclusive curriculum, the inexperience of teachers in working with students, the target audience of special education, the lack of investment in human and material pedagogical resources, the creation and enforcement of laws that favor education, the lack of public policies designed for education, support for teachers and the social context of the community.