Atitudes de professores do ensino básico em relação à educação inclusiva: uma revisão de escopo

Mara Dantas Pereira; Leonardo de Oliveira  Barros

doi:10.18593/r.v49.33646

Authors

Mara Dantas Pereira Federal University of Bahia https://orcid.org/0000-0002-5943-540X
Leonardo de Oliveira Barros Federal University of Bahia https://orcid.org/0000-0002-8406-0515

DOI:

https://doi.org/10.18593/r.v49.33646

Keywords:

Attitudes, Teachers, Inclusive Education, Teaching Work

Abstract

This article aimed to map and summarize the scientific evidence on the attitudes of basic education teachers towards inclusive education. The review followed the recommendations of PRISMA-ScR and searches were conducted in the SciELO, PePSIC, PsycInfo, ERIC and Web of Science databases, as well as Portuguese dissertation and thesis banks. Eighteen studies published in Portuguese and English between 2013 and 2023 were included. In the studies analyzed, a predominance of positive attitudes was identified, followed by favorable, ambivalent and negative attitudes. The results showed that factors such as qualification, professional experience and working conditions can influence teachers’ attitudes towards inclusive education. It is concluded that it is necessary to explore how these factors, including new ones that may arise contextually, affect their attitudes towards school inclusion.

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Author Biographies

Mara Dantas Pereira, Federal University of Bahia

PhD student in Psychology at the University of Bahia (UFBA); Master in Psychology from the Federal University of Sergipe; Researcher at the Positive Psychology Laboratory (LAPP/UFBA-CNPq)

Leonardo de Oliveira Barros, Federal University of Bahia

Doctor in Psychology from the University of São Francisco; Master in Psychology from the University of São Francisco.

Professor of the Postgraduate Program in Psychology at the University of Bahia (PPGPSI/UFBA); Coordinator of the Positive Psychology Laboratory (LAPP/UFBA-CNPq).

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