Educational policies and continuing education of teachers in special education in distance modality: analysis of publications in the SciELO database

Abstract

This article aims to present the results of the bibliographical survey of Brazilian studies on the continuing education of teachers in special education, in distance learning (DL). The motivation for this study arose from the observation of the public policies of the Continuing Education, Alphabetization, Diversity and Inclusion Department, from the Ministry of Education. The study's purpose is to demonstrate an analysis of the bibliographical production in education periodicals available at the SciELO database, from the following descriptors: teacher education and special education, teacher education and educational policies, teacher education and distance learning. The collected studies belonged to the A1, A2, B1 and B2 strata, according to the Web Qualis periodical classification system. A total of 117 articles were identified in the searches, 61 were discarded as they did not meet the requirements specified for collection. The gathered data indicated that the distance learning modality, although adopted by the Ministry of Education as a resource management policy in continuing education of teachers in special education, still has a weak impact on the literature produced in the field.