Resumo

ARAUJO, Marcos Vinícius de; RUSCHE, Robson Jesus; MOLINA, Rinaldo  e  CARREIRO, Luiz Renato Rodrigues. Teacher education and school inclusion of deficient people: analysis of SciELO articles' abstracts. Rev. psicopedag. [online]. 2010, vol.27, n.84, pp. 405-416. ISSN 0103-8486.

OBJECTIVE: The objective of this paper is to present a bibliographic review of articles that deal with the theme of teacher education for the inclusion of deficient people in schools, using abstracts of articles published in SciELO website up to the first semester of 2010. METHODS: We used the descriptors combining three keywords and their derivatives: teachers, inclusion in school and formation. Then it was analyzed the following: institution of the authors, periodicals that published the article, year of publishing, keywords, theme or problem the article deals with, objective, types of deficiency, theoretical references, instruments, subjects, results, and conclusions. RESULTS: Concerning the formation of educational professionals it seems to prevail a valorization of continuous formation, although a preoccupation with initial formation stars to come about. The abstracts' analyses indicate the presence of formative actions based in processes of development and learning of educators meantime the technical rationality could still be found. About the process of teacher formation concerning the insertion of deficient people in the school environment, the discussion remains generalist. As a follow-up of this research we intend to analyze the entirety of the articles. Such an analysis will enable us to understand the relation between the expression of the scientific academic production and the documents of public policies parameters for inclusion as well as the relation between the curriculum and the organization of space and time at school.

Palavras-chave : Faculty; Inclusion in school; Disabled persons.

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