A EDUCAÇÃO INCLUSIVA NA FORMAÇÃO DOCENTE EM ANGOLA

UMA REVISÃO SISTEMÁTICA DE LITERATURA

Abstract

The change that the approach to inclusive education has brought in different contexts is notable, and particularly in Angola, the theme encourages the emergence of a more inclusive paradigm. To delve deeper into the topic, we defined the following objectives: i) to understand the current state of inclusive education in the initial and continuing training of teachers in Angola; and ii) identify some strategies created in the Angolan educational system to contribute to effective inclusive education. Initially, 59 studies were obtained, and the titles were read to determine their relevance to the research. This process resulted in 8 studies as the object of analysis. This systematic review was carried out, based on the PRISMA flow diagram guidelines through a descriptive analysis. The results highlight that the recognition given to teacher training from the perspective of inclusive education is advantageous for teachers and students with specific needs. Evidence was found of the growing attention and interest currently attributed to the topic, especially by Angolan researchers in the areas of education, inclusion, and teacher training. From now on, the existence of strategies aimed at promoting inclusive education and the training of teachers as promoters of said process is still very limited.