PEDAGOGICAL PRACTICES IN INCLUSIVE EDUCATION IN BRAZIL: SYSTEMATIC REVIEW (2008-2018)

Abstract

This study aimed to carry out a systematic review in the area of ​​Education on pedagogical practices in school inclusion, from 2008 to 2018. This study is classified as exploratory and descriptive, which uses qualitative aspects. The search in the Scielo database and in the Virtual Health Library - Psychology (BVS-PSI) enabled the selection of 18 articles that made up the Bibliographic Portfolio of the present study. The contributions of the articles in relation to inclusive pedagogical practices also indicate the presence of obstacles to guarantee school inclusion, especially due to infrastructure difficulties and appropriate training of teachers to work in the area. However, it was also observed that the pedagogical practices effectively developed in the classroom have a strong presence of traditional pedagogy.