O Estado da arte sobre a formação docente para o desenvolvimento da educação na perspectiva inclusiva

Abstract

Teacher training is an extremely important process, as it will have a direct reflection on the later practices of this professional. Thus, it needs to happen in a significant way, where the training process contributes so that these subjects are able to develop awareness of their identity, awareness of people with special educational needs, deconstructing the imaginary of social prejudices, in addition to understanding the importance of to remain in a constant formative process to improve their practices in the exercise of teaching in the perspective of inclusive education, meeting the real development needs of their students, being aware that each subject is a unique being. This study aimed to analyze the scientific articles published between 2009 and 2019, which investigated teacher education from the perspective of inclusive education aimed at serving students with special educational needs. As a research tool, the following descriptors were used: “teacher training”, “teacher training”, “inclusive education” and “special education”. It is a dialectical research, of a qualitative nature of the State of the Art type, with bibliographic character. The databases for this investigation were: Revista Brasileira de Educação Especial (RBEE), Revista Brasileira de Educação (RBE) and Revista Educação Especial de Santa Maria (REE-SM). As a result of this study, it was found that teachers believe that only initial training is not enough to assist in the development of their practices from the perspective of inclusive education, as they have difficulties in uniting theory and practice in their classes. In this sense, there is a need for continuing education so that these professionals can reflect, exchange experiences and experience learning so that they can develop and manage to improve their praxis in the classroom, being an inclusive teacher, contributing to the development of their students with special educational needs.