INTEGRATIVE REVIEW ABOUT THE PERSPECTIVE OF TEACHERS OF FUNDAMENTAL EDUCATION FINAL YEARS REGARDING INCLUSION

Abstract

The pedagogical action of teachers is highlighted, due to the fundamental role in the proposition of
knowledge. Our objective was to characterize the state of the art involving scientific studies on the
teacher's perspective as to the inclusion of the target audience of special education, considering the
attitudinal, pedagogical and architectural aspects. For this, we use an integrative review based on a
synthesis of results from articles published in the last ten years. We elected 33 articles, from which
the main themes for discussion emerged: teachers' attitudes towards inclusion; pedagogical aspects
in inclusive classes; training focused on inclusion; structure in school buildings. The results express
the existence of attitudinal barriers towards to inclusion, the need for training, the importance of
support from other employees and parents of students, need and inability to handle material
resources, the rare evidence of inclusive pedagogical processes and the lack of studies as to the
structure of school buildings.