Significações docentes processos informacionais na Educação Especial Inclusiva

uma revisão de literatura

Abstract

Special Education from the perspective of inclusive education has been consolidated in Brazil through a substantial body of legal frameworks that ensure the right to schooling for students who are the target population of Special Education within mainstream classrooms. However, the implementation of these principles in everyday school contexts reveals tensions between legal regulations and the concrete conditions of teaching work, particularly regarding teacher education, pedagogical practices, and, centrally, the organization and circulation of educational information that underpin the informational processes of inclusive education. This article aims, based on an integrative review, to analyze the context of inclusive Special Education in Brazil, with emphasis on teachers’ meanings, institutional mediations, and informational processes that structure inclusive pedagogical practices. This qualitative study is grounded in academic productions that engage with inclusive Special Education, teacher education, and the assumptions of Socio-historical Psychology, in alignment with ODSs 4 and 10.The analyzed literature indicates that fragmentation in the organization and circulation of pedagogical information, the fragility of collaborative practices, and gaps in teacher education tend to compromise the continuity of pedagogical work and the effective implementation of school inclusion. Considering these findings, the reviewed studies point to the need to strengthen institutional mediations, enhance teacher education processes, and promote greater systematization of information within the school context, in order to support the development of more coherent and articulated inclusive practices.

Keywords: Special Education. Inclusive Education. Informational Processes. Teachers’ Meanings. Institutional Mediations.