Formação docente na perspectiva da inclusão: introdução ao debate

Abstract

The following research presents reflections on Teacher Training from the Perspective of Inclusion. From this perspective, the notes presented highlight the importance of research and study of the theme for the propagation of the concept of inclusive education. Thus, we present as a general objective to understand the limits and possibilities for the construction of inclusive teacher training. In this conception, we also contemplate the specific objectives: 1- Describe the historical context and public policies that support the initial and continuing training of teachers from an inclusive perspective; 2- Analyze how methodological and curricular strategies contribute to inclusive pedagogical practices, highlighting the demands and challenges encountered by teachers; 3- Propose reflections on the reformulation of the initial and continuing training curriculum to meet the needs of effective inclusive education. For the theoretical basis of the research, we used authors such as Mantoan (2015), Leite (2016), Oliveira (2023), Bruno (2007), Nóvoa (2022), among others. In this conception, we use qualitative research approaches as methodological strategies, as well as considerations about bibliographic research in books, articles, magazines and websites, according to Gil (2002). Thus, considering the results of the research presented, we can confirm that the teacher training process from the perspective of inclusion allows educators to master the development of teaching practice, and enables significant learning about understanding the importance of inclusion in the educational environment, considering the plurality of teacher training and the importance of professional identity for the exercise of the profession.