Formação docente continuada na perspectiva inclusiva

Abstract

The growing number of enrollments of students with SEN (Special Educational Needs) in basic education in regular classrooms, as well as the insecurity caused in teaching regarding inclusive practices due to insufficient training in this area during initial training (undergraduate degrees), point to the need for proposals for continuing education for teachers aiming at a more inclusive, democratic and non-discriminatory teaching. In this sense, the question was asked what are the limits and possibilities that the proposals for continuing education in inclusive education carry and what are the possible positive perspectives of training for this professional improvement of teachers. Thus, the objective was to understand in general terms continuing education from the perspective of inclusive education, treating as specific objectives to identify some of the limits and possibilities of continuing education in the context of inclusive education and to highlight a perspective of continuing education for teachers for inclusive education based on bibliographical analyses on the subject with the contribution of authors such as Lima (2021); Tomam and Ferreira (2020); Homem and Almeida (2017); Costa (2020) among others. These studies made it possible to understand some challenges, possibilities and proposals for continuing education for inclusion. Based on these analyses, it was possible to identify that continuing education for inclusive education, despite being permeated by some limitations, provides more inclusive teaching by contributing with a more in-depth theoretical knowledge on the subject and also for teachers' learning in a practical way, contributing to the learning of more inclusive methodologies and pedagogical strategies, pointing out the dialogical encounters between teachers and school management that are essential for this training.