Abstract
This study aimed to analyze the Brazilian production of knowledge, teacher identity, and inclusion from 2012 to 2022. Through a qualitative systematic review methodology, databases from the Periodicals Portal and the Theses and Dissertations Database BDTD of Capes MEC were consulted. A total of 110 studies were found, eligible and analyzed in this review (including two doctoral theses, nine master's dissertations, and three scientific articles). The results and conclusions of this study indicate that the elements comprising the construction process of teacher identity from an inclusive perspective encompass social aspects, education, knowledge, life stories, professional and personal experiences.
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