A importância da formação docente na perspectiva da edução inclusiva na contemporaneidade.

Abstract

Based on the concept of Inclusive Education as respect and recognition of the right of everyone to education, this study investigated the concepts of two teachers from the regular school system, a teacher's lounge Care Educational Specialist (ESA) and one Coordinator of Inclusive Education engaged in the Education Department of the municipality of Cajazeiras/ PB, on teacher education from the perspective of Inclusive Education. In this research attention is centered on the role of the teacher in his speech and in his practice, especially the need to think about your training, not more, within the traditional models, which places it as a mere executor of manuals. This new approach seeks autonomy teachers and students through dialogue, reflection of the practice and the collective construction of knowledge. Therefore, we sought to bring this discussion to the local context, in order to investigate, through research the main aspects related to teacher education. Interviews were conducted and transcribed data were subjected to content analysis. Teachers and coordinator converge on various aspects of school enrollment in the city, especially as regards the education of teachers to work with students with disabilities, the need for continuous training that meets the aspirations of inclusion, recognize the importance of exchanging experiences between the regular classroom teacher with professional ESA. Moreover, they focus the lack of preparation of municipal schools to meet the educational prospects of inclusion and assist in teaching. The main difficulties found to carry out the inclusion referred to the lack of specialized training and technical support in working with students placed in regular classes.