Formação continuada e educação inclusiva: aspectos legais e percepção dos professores de um município paraibano.

Abstract

This study investigates the provision of continuing education for teachers working in the context of rural schools, analyzing how these initiatives support the improvement of teaching practices aimed at students with Autism Spectrum Disorder (ASD). The theoretical framework is anchored in the perspective of Bizerra (2020) regarding the integration of the local community’s way of life into the pedagogical proposal; in Lozano (2023), discussing the uncritical gap between the legal apparatus and practical application in schools; and in Nóvoa (1992) and Alarcão (2000b), who analyze the teacher’s role and formative precariousness. The research is a case study, employing a mixed-methods (qualitative/quantitative) approach with the objective of analyzing public policies, the training offered to teachers with focus on inclusive education, and identifying the perceptions of rural teachers regarding the difficulties faced in the classroom related to inclusion and these training programs. The methodological strategy was carried out through an interview with the Department of Education of the municipality of Conde-PB and forms focused on the teacher’s perception of the training offered, answered by rural teachers from the same municipality, followed by an analysis of the data and perceptions obtained. From the results, it became clear that the provision of continuing education with a focus on inclusion still occurs in a generalist and urban-centric manner for teachers, and more comprehensively only for Specialized Educational Service (SES) teachers. Consequently, the inclusion of autistic students in the classroom remains ineffective due to a lack of guidance for regular teachers.