Teacher training for basic education in an inclusive perspective of teaching: perceptions and reflections based on national scientific literature

• Autor(a) principal: Guimaraes Junior, José Carlos
• Data de Publicação: 2022
• Outros Autores: Silva, Michele Lins Aracaty e, Oliveira, Patrícia dos Santos Costa de, Fonseca , Erisson Jordan Ferreira, Almeida, Luciana Figueredo, Oliveira, Hellyegenes de, Silva, Sávio Lima da Costa e, Fernandes, Werona de Oliveira Barbosa, Sales, Roberto Lopes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/32905
• topic: Docentes; Práticas educativas; Formação docente deficitária; Alunos especiais.; Teachers; Educational practices; Deficient teacher training; Special students.; Maestros; Prácticas educativas; Formación docente deficiente; Estudiantes especiales.

The study addresses the issue of training basic education teachers to work in inclusive education. The approach to the themes related to education in an inclusive perspective is permeated with complexity due to the paradoxes between the content of the legislation and the difficulties encountered by schools regarding the care of special students. The objective of the study was to elucidate the training of teachers who work in basic education under the aegis of school inclusion. This is a bibliographic, explanatory and qualitative study, with an inductive perspective. The results showed that the training of basic education teachers in Brazil is deficient due to the expansion of higher education courses offered at a distance, which are not always complete enough to prepare a teacher to adequately deal with the situations of their professional practice. This precariousness means that teachers, when faced with special students, do not know what conduct to adopt with a view to promoting learning. The study concludes that, in view of the legislation that proclaims universal access to special students, not only the strengthening of the continuing education of teachers, but also the presence of an efficient school management, which not only undertakes efforts in the preparation of teachers, but of all the school to receive and provide for the progress of special students. It is necessary to understand that the debate on inclusive education in Brazil is recent and evolving, but the actions taken in the present can facilitate the adaptation of schools to this reality that presents itself to them, representing, at the same time, a challenge and an opportunity for improvement. of its institutional mission, which is the formation of citizens.