TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE NATIONAL LITERATURE

ABSTRACT: The present study aimed to systematically map the Brazilian scientific literature about what teachers know and believe regarding Inclusive Education. Thus, three databases were consulted: Biblioteca Virtual em Saúde - Psicologia (BVS-PSI), Portal de periódicos da CAPES and Scielo. The identified articles were classified according to: year and journal; institution and education of the first author; nature of authorship; methodology; collection techniques; and research topics. After, the findings reported in the articles that specifically investigated knowledge and beliefs were qualitatively analyzed. The analysis shows the studies are recent and interest in the topic is growing. Special Education stood out as the area driving the debates, suggesting that Inclusive Education has been gradually incorporated as a field of discussion within other Educational areas and related fields. Additional efforts are required to ensure the educational character of Inclusive Education is fully understood as a new way of conceiving subjects and the processes of teaching and learning.摘要：本研究旨在系统梳理巴西学界关于教师对全纳教育（Inclusive Education）的认知与信念的相关科学文献。为此，研究选取了三个数据库开展文献检索：巴西虚拟健康图书馆-心理学分库（Biblioteca Virtual em Saúde - Psicologia，BVS-PSI）、CAPES期刊门户网站以及科学电子图书馆在线（Scientific Electronic Library Online，SciELO）。所检索得到的文献将按照以下维度进行分类：发表年份与刊载期刊、第一作者所属机构与教育背景、作者署名类型、研究方法、资料收集技术以及研究主题。随后，针对专门聚焦教师认知与信念的文献中所报告的研究结果开展质性分析。分析结果表明，相关研究均为近年开展，学界对该主题的研究兴趣日益浓厚。特殊教育（Special Education）领域成为相关学术讨论的核心引领领域，这意味着全纳教育正逐步被纳入其他教育领域及相关学科的讨论范畴。此外，仍需付出更多努力，以确保全纳教育的教育本质得到充分理解，即将其视为一种全新的教育主体认知与教与学过程的构想范式。