Teacher education in inclusive school: possibilities, boundaries and approaches between Brazil and Argentina

• Autor(a) principal: Martins, Morgana de Fátima Agostini
• Data de Publicação: 2015
• Outros Autores: Sipes, Marta Liliana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/28996
• topic: Special Education; Teacher Training; Multifunctional Resources Room; Inclusive Education.; Educación Especial; Formación de Profesores; Sala de Recursos Multifuncionales; Educación Inclusiva.; Educação Especial; Formação de Professores; Sala de Recursos Multifuncionais; Educação Inclusiva.

 School inclusion and the construction of an inclusive school involve several structural changes in education systems and care of pupils with special educational needs. This construction requires skills and abilities of teachers to teach all students differently. In Brazil, since 2007, the program Multifunctional Resources Rooms - MRR for the care of students with special educational needs in municipal and state schools has been offered as a model of care for those students. In Argentina, this demand has been met in special schools and also in mainstream schools, in different modalities. This paperwork aims to raise a discussion on what concerns the training of teachers for inclusive education, approaches and questions among the possibilities offered in the two countries. Contributions and perceptions of eight teachers who work with specialized education in Multifunctional Resources Rooms featuring eight schools from Dourados, Mato Grosso does Sul, Brazil were presented. This research integrates the National Observatory of Special Education: National Network Study on Multifunctional Resources Rooms in public schools. Data from interviews with teachers from Dourados/MS were presented. The technique, focused, the characteristics, strengths and difficulties of the work of these teachers in action in Specialized Educational Services Groups as well as the training of those teachers which concerns teacher´s education policies viewing to promote effective school inclusion of children with special educational needs placed in mainstream schools.