O desenvolvimento profissional da docência para a educação inclusiva

Abstract

This research belongs to studies of the professional teaching learning and put a focus on the professional development of teachers for the inclusive education. It has as objective to understand the personal factors, the stages of professional development, the relevance of personal concepts and practices, among other evidence that compose the conceptions and practices of teachers who work with special educational needs children in regular classrooms. The theoretical references search to relate authors who discuss the teachers formation and authors who discuss special education. This study was conducted in Cuiaba, Mato Grosso. Its participantes were two female teachers who work with basic education in the public educational service and have students with special educational needs included in the their regular classroom. The methodology used in this work was the depth interviews. The results indicate that the conception of inclusive education has little support in both initial and continued formation, and their development is more related to personal training and experience derived from the practice of teacher. Another factor to the practice of such teachers was the presence / absence of support personel, like specialized teachers and the students families, who can auxiliate the teacher in his task. The study suggests that the moments of initial and continued formation must contemplate the discussion on the practical teaching to act in the diversity, if we want teachers more prepared to deal with that reality.