A formação profissional do professor de educação infantil: desafios da educação inclusiva na rede municipal de Chapecó (SC)

Abstract

One of the challenges that arise from the inclusive school proposal is the training of teachers, especially in the stage of early childhood education, when the child begins the schooling process. In this perspective, this study aimed to investigate the process of professional training of teachers of Early Childhood Education in the city of Chapecó, Santa Catarina State. It attempted to also analyze how the initial and continuing training experienced by these professionals reflect on their educational practices in relation to inclusive education. Thus, semi-structured interviews were carried out, with subsequent transcription of the data, reading and interpretation, performed through discourse analysis. The results point to an outdated initial training in pedagogy courses in relation to curriculum components focused on Inclusive and Special Education; the lack of incentive and offer of continuous training focused on inclusive education to teachers of the municipal education network by the Municipal Department of Education; the lack of second class teacher with specialization in the area of inclusion and/or special education and the search for continuous training by the teachers interviewed, thus giving new meaning to their teaching practices and making them compatible with the process of school inclusion.