Adaptação curricular: uma revisão sistemática sobre a prática educacional

Abstract

In Brazil, educational policies have promoted changes towards school inclusion, highlighting the importance of curricular adaptations to guarantee the integration of all students. However, collaboration between school, family and education professionals is crucial in this process, with psychopedagogy playing a significant role in personalising teaching approaches. In this context, the general objective of this work was to conduct a survey of studies through a systematic review of research that addresses the topic of curricular adaptation. The search was conducted in accordance with PRISMA guidelines and searches in the Scielo, PubMed and LILACS databases. Of the 113 articles identified, 7 were selected for analysis. The results highlighted the scarcity of recent studies on curriculum adaptation and the lack of continuing training for teachers as a barrier to its effective implementation. It was also observed the absence of publications from the psychopedagogical area. Therefore, the present study reveals the need for research on the subject, considering that the practice of curricular adaptations and the contribution of the educational psychologist in this process are essential in achieving school inclusion, which is so urgent in the country.