INCLUSÃO EM CONTEXTO EDUCATIVO

REVISÃO SISTEMÁTICA DE METODOLOGIAS UTILIZADAS EM TESES DE DOUTORAMENTO

Abstract

The phenomenon of inclusion has crossed societies in diverse ways. When entering the educational context, namely formal and non-formal teaching spaces, it is important to consider that Education has been expanding possibilities when thinking about inclusion, going beyond the vision limited to the universe of people with intellectual and developmental difficulties. Such contributions lead to the re-signification of the concept of inclusion, considering this as a process that encompasses a plurality of issues and that value different modes of subjectivation. The present investigation aimed to answer the question: What methodologies have been used in doctoral theses in the context of inclusion in an educational context? Thus, a systematic review was conducted in the Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) database for doctoral theses published in the years 2020 and 2021, focusing on the methodologies used and that investigated the process of inclusion in an educational context. As a corpus analysis, thirteen doctoral theses developed in institutions based in Portugal and in different social contexts (Angola, Brazil, Mozambique and Portugal) were selected. From the analysis of the corpus, we concluded that the investigations conducted are mostly qualitative, focusing on functional diversity and neurodiversity, using exclusively a case study methodology with a variety of techniques and data collection instruments, focusing on primary and secondary school teachers and school administrators. Thus, this study allowed us to reflect on the urgent need to think about inclusion in an educational context in a broader and more comprehensive way.