TEACHERS' PERCEPTIONS OF INCLUSION IN THE SCHOOL ENVIRONMENT

Abstract

This article presents a systematic literature review on what scientific research in psychology and education has revealed about teachers' conceptions of school inclusion. Three databases—CAPES Journals, Google Scholar, and SciELO Brazil—were searched following the PRISMA protocol criteria. The search resulted in the selection of ten articles published between 2020 and 2024. The studies were organized into the following categories: the concept and legislation of inclusive education, teachers' conceptions, factors influencing these conceptions, challenges faced by teachers, and perspectives for the effective implementation of inclusion. The findings indicate that, despite significant legal advances, inclusive practices in schools continue to face substantial challenges. The literature demonstrates a growing awareness of the importance of inclusion; however, the specific characteristics of each type of disability require differentiated approaches from teachers. It is concluded that the path toward full inclusion is complex and marked by tensions, but a shift in focus, from notions of normality to students' strengths and potential may contribute to meaningful progress in the implementation of genuinely inclusive education.