Formação docente e inclusão: possibilidades e limites.

Abstract

The paper entitled "Teacher education and inclusion: possibilities and J imits" are i n tended to reflect on teacher education and its role in the process of inclusion of students with disabil i t ies in a regular public school education and the Association of Parents and Friends of Exceptional - APAE of São João do Rio do Peixe. We sough t to understand how teacher trai ning has contributed to the practice of the teacher in the classroom, before this new parad igm of education that is inclusive education. Anchored on a qualitative approach and bibliographical studies have highlighted some evidence observed in the actions of teachers in educational instit ut ions, as well as the answers given by them in an interview later observat ions made on the spot. Starting with the question: what are the cont1ibut ions of teacher education and its role in the process of Inclusion? Observed contrariety between the theory and practice of teachers. And as a counter poi nt, it was noted that respondents report worki ng as a team, when in fact they act disjointed teachi ng in action, exduding disabled students from educational activities, contrary to the principies of inclusive education. It was also perceived that teacher training, especia lly early, is very impo11ant and crucial for a consistent and effective action in inclusive education. Soon, it was found that the lack of such training fails reflecting on teacher performance 111 the classroom.