Inquietudes de uma professora em formação no curso de Letras-inglês : para uma educação mais inclusiva

Abstract

This study aims to discuss inclusion in Brazilian education and the importance of initial teacher training that addresses inclusive classroom practices and prepares teachers to foster effective learning for students with disabilities, drawing on the experience of an English Language and Literature student at the Federal University of Paraíba. Furthermore, the study presents Brazilian legislation regarding the education of people with disabilities,thereby highlighting the obligations of the State, institutions, and teachers to foster inclusive education in schools and discusses the student in formation’s experience and reflections on improving the English Language and Literature curriculum to better equip teachers for classroom inclusion. Reflecting on experiences and concerns encountered during training, an informational resource was developed for this study, a booklet containing information on including students with visual impairments in schools to assist both pre-service and in-service teachers.