<i>Inclusive socio-educational practices: conceptualizations and trends in scientific production in the field of education</i>

Rodrigues, Marta de Oliveira; Silva, Sofia Marques da; Loureiro, Armando

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ARTIGOS • Educ. Pesqui. 50 • 2024 • https://doi.org/10.1590/S1678-4634202450269265 copy

Inclusive socio-educational practices: conceptualizations and trends in scientific production in the field of education

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study presents a mapping and an analysis of the literature in education concerning how inclusive socio-educational practices associated with measures to promote school success and social inclusion have been approached. The methodological procedure adopted was the systematic mapping of the literature, in line with Kitchenham and Charters and Petersen et al. through research on Web of Science , Scopus , and B-on . After the inclusion and exclusion criteria were applied, a corpus of 47 publications emerged. We highlighted the main trends regarding time and geographical distribution, organizing themes, methodology, and type of participants. Content analysis and interpretation revealed theoretical insights into inclusive socio-educational practices, showing that there is not a standardized way of naming the phenomena and a gap regarding what inclusive socio-educational practices are really about. The factors that inhibit and facilitate the design, implementation, and development of these practices were also identified. Finally, the findings suggest the concept has been addressed in a way which indicates that inclusive socio-educational practices contribute to mitigate or overcome barriers to learning and participation in promoting school success and social inclusion, in order to meet the needs and diversity of all students, involving planning and cooperative teaching of classes.

Keywords
Inclusive socio-educational practices ; School success ; Social inclusion in education ; Literature review

	Perguntas	Descrição
PIS1	Que tendências de produção da literatura sobre o tema das práticas socioeducativas inclusivas são observadas?	Distribuição temporal e geográfica
PIS2	Que assuntos sobre práticas socioeducativas inclusivas são identificados?	Tópicos específicos de produção
PIS3	Que tipo de investigações se realizam?	Método de investigação e tipo de participantes
PIS4	Que concetualizações das práticas socioeducativas inclusivas reporta a literatura?	Definição de conceito(s)
PIS5	Que fatores inibidores e facilitadores relacionados com o desenvolvimento de práticas socioeducativas inclusivas têm sido apontados pela literatura?	Desafios e oportunidades identificados

	Critérios de inclusão
CI1	Artigos publicados em revistas científicas indexadas e com peer review
CI2	Artigos relacionados com os interesses de investigação do estudo
CI3	Artigos publicados e disponíveis nas bases científicas procuradas
CI4	Artigos publicados em qualquer ano
	Critérios de exclusão
CE1	Livros, capítulos de livros, relatórios técnicos, artigos em conferências e outras formas de literatura cinzenta
CE2	Artigos com acesso restrito
CE3	Artigos duplicados (apenas um será considerado)

ID	Referência bibliográfica
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[2]	ALMENDÁREZ, L. T. S.; CEDILLO, I. G. Evaluación de un programa de intervención para promover prácticas docentes inclusivas. Actualidades Investigativas en Educación, v. 14, n. 3, p. 1-25, 2014.
[3]	AMORES, J. F.; RITACCO, M. Prácticas inclusivas ante el riesgo de exclusión socio-educativa: estructuras de trabajo colaborativo en centros escolares situados en zonas de deprivación social. Revista Internacional de Educación para la Justicia Social, v. 1, n. 1, p. 153-178, 2012.
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[7]	BEGUM, H. A. et al. The challenges of geographical inclusive education in rural Bangladesh. Int. J. Incl. Educ., v. 23, n. 1, p. 7–22, 2019.
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[12]	FLORES BARRERA, V. J.; GARCÍA-CEDILLO, I.; ROMERO-CONTRERAS, S. Inclusive practices in teacher training in Mexico. Liberabit: Revista Peruana de Psicología, v. 23, n. 1, p. 39-56, 2017.
[13]	GAVISH, B. The implementation of school inclusion practices for students with special needs in Israel: Teachers’ perceptions. Int. J. Disabil. Dev. Ed., v. 64, n. 5, p. 544-560, 2017.
[14]	GÖRANSSON, K.; NILHOLM, C.; KARLSSON, K. Inclusive education in Sweden? A critical analysis. Int. J. Incl. Educ., v. 15, n. 5, p. 541-555, 2011.
[15]	KHALEEL, N.; ALHOSANI, M.; DUYAR, I. The role of school principals in promoting inclusive schools: a teachers’ perspective. Front. Educ., 2021.
[16]	KIM, J.; FLORIAN, L.; PANTIĆ, N. The development of inclusive practice under a policy of integration. Int. J. Incl. Educ., 2020.
[17]	KORMOS, J.; NIJAKOWSKA, J. Inclusive practices in teaching students with dyslexia: second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teach. Teach. Educ., v. 68, p. 30-41, 2017.
[18]	LAITON ZARATE, E. V. et al. Competencia de prácticas inclusivas: las TIC y la educación inclusiva en el desarrollo profesional docente. Sophia, v. 13, n. 2, p. 82-95, 2017.
[19]	LETZEL, V.; POZAS, M.; SCHNEIDER, C. “It’s all about the attitudes!”: introducing a scale to assess teachers’ attitudes towards differentiated instruction. Int. J. Incl. Educ., 2020.
[20]	LOPEZ, C.; CORCORAN, T. Relationships with special needs students: exploring primary teachers’ descriptions. Int. J. Incl. Educ., v. 18, n. 12, p. 1304-1320, 2014.
[21]	MACURA, S.; ČUK, I.; PEČEK, M. Beliefs of student teachers in Serbia and Slovenia about supporting vulnerable pupils in learning and social participation. Eur. J. Spec. Needs Educ., v. 35, n. 1, p. 55-69, 2020.
[22]	MATEUS CIFUENTES, L. E. et al. Percepción de las prácticas y de la cultura inclusiva en una comunidad escolar. Avances en Psicología Latinoamericana, v. 35, n. 1, p. 177, 3 fev. 2017.
[23]	MESSIOU, K.; HOPE, M. A. The danger of subverting students’ views in schools. Int. J. Incl. Educ., v. 19, n. 10, p. 1009-1021, 2015.
[24]	MOLINER, O. et al. Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contexts. Int. J. Incl. Educ., v. 15, n. 5, p. 557-572, 2011.
[25]	MOSCARDINI, L. Developing equitable elementary mathematics classrooms through teachers learning about children’s mathematical thinking: cognitively guided instruction as an inclusive pedagogy. Teach. Teach. Educ., v. 43, p. 69-79, 2014.
[26]	MUÑOZ MARTÍNEZ, Y.; PORTER, G. L. Planning for all students: promoting inclusive instruction. Int. J. Incl. Educ., v. 24, n. 14, p. 1552-1567, 2020.
[27]	NUÑEZ, C. G. et al. Rural schools have always been inclusive: the meanings rural teachers construct about inclusion in Chile. Int. J. Incl. Educ., 2021.
[28]	PAJU, B. et al. Collaboration for inclusive practices: teaching staff perspectives from Finland. Scand. J. Educ. Res., v. 66, n. 3, p. 427-440, 2022.
[29]	PANTIĆ, N. A model for study of teacher agency for social justice. Teachers and Teaching: Theory and Practice, v. 21, n. 6, p. 759-778, 2015.
[30]	PAVLOVIĆ BABIĆ, D.; SIMIĆ, N.; FRIEDMAN, E. School-level facilitators of inclusive education: the case of Serbia. Eur. J. Spec. Needs Educ., v. 33, n. 4, p. 449–465, 2018.
[31]	PÉREZ, A. G. Characterization of inclusive practices in schools with education technology. Procedia - Social and Behavioral Sciences, v. 132, p. 357-363, 2014.
[32]	RAGUINDIN, P. Z. J. et al. Inclusive practices of in-service teachers: a quantitative exploration of a Southeast Asian context. European Journal of Educational Research, v. 9, n. 2, p. 787-797, 2020.
[33]	RAVET, J.; MTIKA, P. Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia. Int. J. Incl. Educ., 2021.
[34]	RODRIGUES, R.; AMORIM, J. P.; NEVES, T. “The holiness of minute particulars”: can the community compensate for the schools’ shortfalls in affection? Pastor. Care Educ., v. 40, n. 1, p. 40-59, 2020.
[35]	SAVOLAINEN, H.; MALINEN, O.-P.; SCHWAB, S. Teacher efficacy predicts teachers’ attitudes towards inclusion: a longitudinal cross-lagged analysis. Int. J. Incl. Educ., 2020.
[36]	SCHWAB, S.; SHARMA, U.; HOFFMANN, L. How inclusive are the teaching practices of my German, Maths and English teachers? Psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices. Int. J. Incl. Educ., v. 26, n. 1, p. 61-76, 2022.
[37]	SHARMA, U. et al. Measuring the use of inclusive practices among pre-service educators: a multi-national study. Teach. Teach. Educ., v. 107, p. 1-9, nov. 2021.
[38]	SHARP, K.; JARVIS, J. M.; MCMILLAN, J. M. Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school. Int. J. Incl. Educ., v. 24, n. 8, p. 901-920, 2020.
[39]	SIGSTAD, H. M. H.; BULI-HOLMBERG, J.; MORKEN, I. Succeeding in inclusive practices in school in Norway: a qualitative study from a teacher perspective. Eur. J. Spec. Needs Educ., 2021 \|
[40]	SIMÓN, C.; MUÑOZ-MARTÍNEZ, Y.; PORTER, G. L. Classroom instruction and practices that reach all learners. Camb. J. Educ., v. 51, n. 5, p. 607-625, 2021.
[41]	SINGAL, N. Working towards inclusion: reflections from the classroom. Teach. Teach. Educ., v. 24, n. 6, p. 1516-1529, 2008.
[42]	TAMAYO-AGUDELO, W.; MARÍA, E.; FIGUEROA, Q. Construcción de planeaciones pedagógicas para la educación inclusiva. Actualidades Investigativas en Educación, v. 16, n. 3, p. 1-35, 2016.
[43]	TSAKALOU, D.; HAMILTON, L.; BROWN, J. Institutional narratives and the struggle for inclusive communities in the Greek context. Int. J. Incl. Educ., v. 24, n. 4, p. 395-413, 2020.
[44]	WALTON, E. et al. The extent and practice of inclusion in independent schools in South Africa. S. Afr. J Educ., v. 29, n. 1, p. 105-126, 2009.
[45]	WALTON, E. Getting inclusion right in South Africa. Interv. Sch. Clin., v. 46, n. 4, p. 240-245, 2011.
[46]	YADA, A.; SAVOLAINEN, H. Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teach. Teach. Educ., v. 64, p. 222-229, 2017.
[47]	ZUCCHETTI, D. T.; MOURA, E. P.; MENEZES, M. M. A artesania de um fazer a prática do trabalho de educadores. Rev. Bras. Educ., v. 19, n. 59, p. 967-985, 2014.

Tema	ID	Descritivo
Inclusão escolar, políticas e práticas inclusivas	[10][14][22][30][31] [43][45]	Implementação de políticas e práticas inclusivas a nível escolar
Perspetivas sobre inclusão escolar	[11]	Investigação sobre políticas, inclusão escolar e práticas socioeducativas inclusivas (dezoito países)
Desafios e oportunidades na implementação da educação inclusiva	[7]	Fatores facilitadores e inibidores na promoção de práticas socioeducativas inclusivas
Escolas inclusivas e o papel dos diretores escolares	[15]	O papel das lideranças na construção de escolas inclusivas
Práticas socioeducativas inclusivas e a inclusão de alunos que experienciam barreiras à aprendizagem e participação no setor privado	[44]	A inclusão de alunos com barreiras à aprendizagem e participação em escolas privadas
Práticas socioeducativas inclusivas desenvolvidas através de programas de intervenção	[1][2][4][17][34]	Práticas socioeducativas inclusivas implementadas com base em programas governamentais de âmbito nacional e/ou projetos de investigação
Práticas socioeducativas inclusivas percecionadas por estudantes e agentes educativos	[13][33][36]	Perceções de estudantes, diretores, docentes e funcionários regionais de educação sobre práticas socioeducativas inclusivas
Práticas socioeducativas inclusivas e comunidades de aprendizagem profissional	[8]	O papel das comunidades de prática profissional no desenvolvimento de práticas socioeducativas inclusivas
Práticas socioeducativas inclusivas e o trabalho docente	[6][9][12][16][18][9] [20][21][23][24][25] [26][27][28][29][32] [35][37][38][39][40] [42][41][46][47]	A importância do trabalho docente no desenvolvimento de práticas socioeducativas inclusivas
Práticas socioeducativas inclusivas junto de alunos em risco de exclusão socioeducativa	[3][5]	Identificação e análise de práticas socioeducativas inclusivas no combate à exclusão socioeducativa

Empírica			Teórico-concetual
Qualitativa n=22	Quantitativa n=11	Mista n=9	Qualitativa n=4	Mista n=1
[2][3][4][5][6][8] [15][16][20][23] [25][26][27][29] [30][34][38][39] [40][41][43][47]	[10][13][18][21] [24][32][35][36] [37][44][46]	[1][12][17][19] [22][28][31][33] [42]	[7][ 9][14][45]	[11]

Tipo participantes	ID
Decisores políticos, diretores, docentes e investigadores	[29]
Decisores políticos, diretores, docentes, estudantes e pais	[30]
Diretores	[44]
Diretores e docentes	[26][31][41]
Diretores, docentes, estudantes e pais	[2]
Diretores, docentes e pais	[43]
Docentes	[1][3][4][6][8][10][13][15][18][19][20][24] [25][27][28][32][35][38][39][40][42][46]
Docentes e estudantes	[12][16][17][23][36]
Docentes, estudantes, e pais	[22]
Estudantes (universitários)	[21][37]
Diretores, docentes e funcionários regionais de educação	[33]
Responsáveis institucionais	[5]
Sem participantes	[7][9][11][14][45]
Técnicos	[47]
Técnicos, pais e responsáveis institucionais	[34]

Fatores		Total	ID
Inibidores	1 - Características e competências dos professores	15	[1][4][6][11][19][20][21][23][24][28] [35][37][41][42][43]
	2 - Currículo	2	[11][38]
	3 - Formação de professores	3	[6][12][31]
	4 – Políticas inclusivas	3	[10][12][15]
	5 - Precarização do trabalho dos profissionais	1	[47]
	6 - Recursos (humanos e materiais)	4	[4][7][20][24]
	7 - Trabalho colaborativo	1	[28]
Facilitadores	1 – Características e competências dos professores	17	[2][8][10][12][16][17][19][20][23][25] [30][32][35][36][37][39][46]
	2 - Comunidades de aprendizagem	7	[2][4][8][18][24][25][47]
	3 - Papel das lideranças	5	[8][15][24][40][43]
	4 - Pedagogia	10	[3][8][9][20][25][26][36][40][42][47]
	5 – Políticas inclusivas	8	[2][3[12][24][26][28][40][43]
	6 - Recursos humanos (estabilidade das equipas)	1	[24]
	7 - Relações de confiança	3	[6][20][37]
	8 - Trabalho colaborativo dos profissionais	9	[2][3][4][8][18][20][24][25][28]
	9 - Vozes dos jovens	4	[20][23][36][40]

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[1] martarodrigues@fpce.up.pt