Formação de professores para a educação inclusiva

• Autor(a) principal: Ferlin, Flávia Cristiane
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216242
• topic: Inclusion; School; Teacher training; Inclusão; Escola; Formação de professores

The present study on teacher training for an effective inclusive education, doing this through works published on the internet. The provocation for carrying out this research came from the following question: What are the teaching difficulties related to teaching for students in the process of inclusion? To answer this question, the general objective is to describe what the bibliographies say in research on teacher training for inclusive education. With this, for the progress of this research, we focus our search on the following specific objectives: identify, from the bibliography, which relative difficulties in teacher training for inclusive education; to analyze how research focuses on teacher training aiming at inclusive education. This is a bibliographical research of a qualitative nature, investigating in reflections of other authors their perception about the formation of the teacher in the face of inclusive education. As support for this the following authors: Silva (2020), Mantoan (2011), Minetto (2010), Mendonça (2015), Carvalho (2014), Piovesan, (2019), Oliveira (2017), Santose Lima (2020), among others, in addition to Brazilian laws that ensure inclusive education. In view of the research carried out, it was possible to perceive that although there are laws that provide assistance to inclusive education and advances in teacher training, it still needs to be reconciled with all aspects that may favor the improvement of the quality of education for children. With special needs, since, later, the formation of this student will reflect on his life in society, in which, this education, must provide him the ability to live independently, however, for this, it is necessary that the school and society transform itself to offer the welcome that these children deserve. It is believed, with this study, that there may be a contribution to the reflections on inclusion, since the relevance of research in the social and academic scope is significant.