EDUCAÇÃO ESPECIAL SOB A PERSPECTIVA DOCENTE: UMA REVISÃO DA LITERATURA

This research aims to conduct a literature review on Special Education from the perspective of teachers, focusing on school inclusion. It is a narrative review, whose objective is to identify, select, and analyze scientific productions that discuss how teachers perceive and experience Special Education in the daily school routine. To search for studies, relevant periodical databases were consulted using the descriptors education, special, inclusive, professionals, and education. As exclusion criteria, duplicate research was discarded, and subsequently, those that did not fit the theme after reading titles, abstracts, and introductions. After selection, the studies will be examined and compared with the main theoretical frameworks in the area. It is expected, in the end, to systematize the knowledge already produced on teachers' perception in relation to Special Education, enabling the identification of trends, gaps, and recurring challenges, as well as pointing out contributions to the improvement of inclusive practices.