A FORMAÇÃO CONTINUADA DOCENTE A SERVIÇO DE FORMAR-SE PARA OS PROCESSOS ESCOLARES INCLUSIVOS

Mayara Costa da Silva; Clarissa Haas

doi:10.22481/praxisedu.v15i36.5901

Authors

Mayara Costa da Silva Universidade Federal do Rio Grande do Sul - Brasil http://orcid.org/0000-0001-8716-0768
Clarissa Haas Instituto Federal do Rio Grande do Sul - Brasil http://orcid.org/0000-0002-8526-7200

DOI:

https://doi.org/10.22481/praxisedu.v15i36.5901

Keywords:

Continuing teacher training, Inclusive education, Special education

Abstract

The present study of qualitative approach deals with the continuing teacher training related to Special Education in the context of Inclusive Education. The interlocution is built through a bibliographical survey involving the academic production of the area. The following problematization is made: which knowledge can feature the teaching for inclusive school processes? The notes from the academic literature show that those ways of knowing which are instrumentalist and disconnected from reflection prevail in the school space. The following continuing teacher training guidelines are stated, from research, for the inclusive school processes: the collaborative work among school agents, the pedagogical knowledge through articulation between theory and practice and the value of space for teacher reflection in everyday situations.

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Author Biographies

Mayara Costa da Silva, Universidade Federal do Rio Grande do Sul - Brasil

Doutoranda em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora da Educação Especial no Colégio de Aplicação da UFRGS. Porto Alegre, RS. Pesquisadora do NEPIE-UFRGS.

Clarissa Haas, Instituto Federal do Rio Grande do Sul - Brasil

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora da área de Pedagogia no Instituto Federal do Rio Grande do Sul (IFRS). Caxias do Sul, RS. Pesquisadora do NEPIE-UFRGS.