CContinuing education: concepts and practices for Inclusive Education in Elementary School I

• Autor(a) principal: Bulcão, Aline de Jesus
• Data de Publicação: 2022
• Outros Autores: Silva, Fabrícia Gomes da, Alves, Kátya Elyzabeth Charapa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8870
• topic: Público-alvo da Educação Especial; Educação Inclusiva; Formação docente; Target audience of Special Education; Inclusive education; Teacher training

School inclusion is based on the idea of ​​respect for diversity, a concept that should reflect on actions that lead all students to remain in school in a dignified way and be stimulated in their development. Therefore, it is essential that teachers have an improvement in their teaching training so that they can work with more methodological possibilities. The study presented had as a problem: how is the effectiveness of pedagogical practices of common room teachers in Elementary School I, with a view to school inclusion? The objective was to analyze the influence of continuing teacher education from the perspective of inclusive pedagogical practices for Elementary School I in a public and a private school in the city of Ipiranga do Piauí. The research consists of a qualitative approach and is characterized as bibliographic and field research. It was anchored by authors such as Díaz (2009), Silva (2014) and Souza and Rodrigues (2015), who helped to enter the field research, where four teachers participated, two who work in the private education network. and two from the municipal network of that city, in order to establish a comparison between them. As a result, it appears that basic and continuing training are essential for the implementation of good inclusive practices. The data show that there is an effort by the participants in pedagogical actions that include all students in the classroom, both in public and private schools. It was possible to understand that the pedagogical practices are taking place in an inclusive way, but still timidly and that a continuous formation will help the teachers to a better development of the teaching process.