O Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) no contexto da inclusão escolar: uma revisão sistemática (2013-2019)

Abstract

This study aimed to analyze whether the actions of the National Pact for Literacy at the Right Age (PNAIC) are being able to cover the demands of inclusion of special target public students in the regular school system. We opted for research in the format of theses and dissertations. It was used as database the Catalog of Theses and Dissertations of the Coordination of Improvement of Higher Education Personnel (CAPES). Publications from 2013 to 2019 were selected. Together with the previous criteria, the descriptors were combined: PNAIC, Special Education and School Inclusion. There were 94 theses and dissertations in which 07 of which will be analyzed because they are related to the objectives of this study. Samples, study designs, instruments used and main results were analyzed. Data analysis was performed qualitatively in order to relate the publications on PNAIC and Special Education to the context of school inclusion in Brazil. The studies analyzed suggest that, although the program has made a positive contribution to classroom pedagogical practice for students with and without disabilities, there are still issues to be reviewed. Training courses without the necessary deepening in relation to school inclusion, training books with theoretical conflicts that do not cover all the specificities of PAEE students and the non-opening of vacancies for Special Education teachers in the offered courses are some of the aspects that are most popular or stand out in the statements of the teachers participating in these studies.