STATE OF KNOWLEDGE: THE DIALOGICITY BETWEEN INCLUSIVE EDUCATION AND THE EDUCATION OF YOUTH AND ADULTS

Abstract

This work aims at verifying and analyzing the quantity of works published in the national virtual library of the Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) and what such works reveal through the dialogue they attempt to establish with Inclusive Education within Youth and Adult Education (EJA), from 2005 to 2017. The data is based on the assumptions of the qualitative approach, in a descriptive-reflexive terms (BARDIN, 2011). From a technical-methodological point of view, the present research was based on bibliographic analysis (RIZOLA; FANTIN, 2016), in which we used notions of the State of Knowledge research method (MOROSINI, 2015). Thus,  articles that brought the dialogue between Inclusive Education and EJA were used in order to understand what the works revealed about the themes, what connections were made and how such articles could help us to think about the dialogical relationship of the theme investigated. The results of the research indicate that, despite the relevance of the articles analyzed, there are still various gaps in the development of this theme: studies that discuss the training of teachers to operate in an inclusive perspective in EJA; what is the best way to structure the sport in an inclusive perspective; the interrelationship between the participants; as well as the curricular aspects and developments within this perspective.