A FORMAÇÃO DO PROFESSOR E A EDUCAÇÃO INCLUSIVA: UM DIÁLOGO EM CONSTRUÇÃO NO CONTEXTO DA PRÁTICA PEDAGÓGICA

Abstract

When reflecting on the inclusion process, a new look is directed at the teacher training process and practice, considering their role in teaching-learning, especially in view of the transformations that affect the school and the need to implement inclusive education. And transformative. In this sense, the work’s general objective is to analyze the contributions of the training process of the regular elementary school teacher, from the inclusive perspective in the “inclusion school”, presenting the following problem question: How to contribute to the training process of the elementary school teacher? Regular elementary school classroom, from the inclusive perspective in the “inclusion school”? The theoretical concepts that underlie the research in the context of initial and continuing training, as well as regarding the teacher’s pedagogical practice, include the studies of: Freire (1996), Nóvoa (2002), André (2010), Imbernón (2010 ) and among others. Regarding the approaches that deal with Inclusive Education, it is divided into the theoretical conceptions of: Bueno (1999), Mantoan (2003), Pletsch (2009), and among others. The study is qualitative in nature, as it analyzes and interprets complex aspects of human behavior. Regarding the typology of the research, it is classified as na exploratory study, as it aims to learn more and better about the problem investigated, through the collection of information. As a data production instrument, semi-structured interviews were carried out with four effective teachers from the school in question. The data obtained through this process were analyzed according to the perspective of Bardin (1977), who, through content analysis, from the categories raised, obtained the following results: The need for reformulation in initial and continuation of teachers; The lack of promotion by training institutions of pedagogical practices that contribute to the construction of professional teaching identity; The lack of a change in the current school paradigm, so that inclusive education can be implemented. Therefore, it is expected that this research will contribute to reflections on teaching training and practice, encouraging the implementation of strategies that promote true inclusion in Brazilian schools.