A formação docente em educação inclusiva e a construção de saberes profissionais

Abstract

The focus of inclusive education is often on the common room teacher as mediator of teaching and learning for students with special educational needs. This work presents a qualitative research that has emerged through doubts regarding the educational process involving teachers of common classroom and students with special educational needs. The objective of this research is to investigate the perspective of inclusion in initial and / or continuing teacher training of Portuguese Language teachers through interviews and questionnaires. Two elementary school teachers from the municipal schools of Bagé were submitted. The research was carried out in the second semester of 2016. Initially the answers were transcribed and analyzed, with references by authors from the area of inclusion and teacher training. From the research results, it was found that teachers build their knowledge, using active methodologies and performing, practices, material adaptation and dialogue with the specialized professionals of the Specialized Educational Assistance (AEE). It was noticed that the teachers investigated do not receive continuous training in the area of inclusion, or when they receive little they can use in their pedagogical practice. However, the teachers investigated seek to use the experiential and professional knowledge for the activities that favor students with special educational needs. While they will contribute to quality education, based on existing legislation.