Formação continuada de professores em turmas regulares com alunos público-alvo da educação especial

Abstract

This study deals with continuing education for teachers in the perspective of inclusive education in regular classrooms conducted with teachers in the city of Bacabeira, the research presents an investigation on the effectiveness of continuing education for teachers in regular classrooms from the perspective of school inclusion. The study was conducted with school teachers in the municipality of Bacabeira and aimed to analyze the continuing education related to inclusive educational practices for students targeted for Special Education. The qualitative methodology is used in this work since it was linked to studies in education. Furthermore, the research used semi-structured interviews, as well as the focus group technique for data collection, with 10 participants chosen through criteria of compatibility with the objective of this research. To substantiate and deepen the discussions and analysis, this study used scholars such as André (2010), Amaral (2017), Carvalho (2015), Freire (1987, 2013, 1996), Gadotti (2003), Mantoan (2003, 2015), Saviani (2009, 2017), among others, as well as international, national, state and municipal laws that address the object of this study. The results of the research point to the importance of continuing education as a fundamental instrument to guarantee the Human Rights of all, highlighting the need for teacher training to meet the uniqueness of students and their learning diversity. In addition, the study points to the importance of continuing education as a way to help build teachers' identity and autonomy.