Educação inclusiva e formação continuada de professores: inquietações e busca de sua viabilização

Abstract

This article had as research the concepts of 10 teachers. They were interviewed five public school teachers and five private network teachers, two coordinators and two principal in two elementary schools in João Pessoa city. The questions were about inclusive education for students with disabilities and the continued training of teachers for this purpose. The student’s education with disabilities, global development disorders and high skills / giftedness has challenged school spaces to build new / other logical teaching. Therefore, the continued training process has been configured as an opportunity to rethink the school demands and schooling processes of the subjects that are also target audience of special education. Thus, to support the analysis of the collected data, we rely on the presented discussions by authors such as Alarcão (2001, 2005); Nóvoa (1995), and Ferreira (2008), among others. The teachers interviewed highlighted: inadequate training of teachers, lack of physical structure of schools, students without diagnoses, inadequate curriculum and the lack of inclusion of meaning. Finally, we conclude that the continued training of these investigated teachers was contextualized to their work environment, contributing to the theoretical study of their actions. Furthermore, we showed in this study, contributions to the teaching practice in inclusive education through the need reflective attitude that contribute to contextualization and transformation, not only in education but also in the educational context to which they belong implying contributions will beyond the pedagogical practice.