Educação inclusiva: (re) pensando a formação de professores

Abstract

The objectiv of this study was to raise research to identify the importance of initial and continuing training for teachers of general education in order to prepare them to be inserted in this reality of inclusion, favoring thus the valuation of own knowledge and assisting for the teaching and learning process of children included in regular education is effective and so similarly , develop their pedagogical practices to serve students with disabilities in regular education in the municipality of São Luiz Gonzaga. The research falls within case study mode (YIN, 2005). Initially conducted a literature search with authors that dialogue with the school inclusion and teacher education, fundamental analysis of the observed reality. Semi-structured interviews were then conducted with teachers who work in basic education and with specialists in multifunctional rooms in the city school. In the following step, observations were made that allowed to meet pedagogical practices performed in the service of children with disabilities. Results indicate that schools are not yet organized effectively to ensure students access and permanence in school context. To this end, the research has to contribute to the improvement of educational practices and the process of teacher training for the care of children with disabilities, both in the regular basic education, as specialized educational care (AEE) that help in the process of teaching and learning for both involved.