Desafios para a formação de professores na perspectiva da educação inclusiva

Abstract

Inclusive education in Brazil is guaranteed by law, and consists of a proposal in which schools must provide access for students with disabilities to regular education. This work aims to present, through a bibliographic review, the issue of teacher training to act in school inclusion, discuss the challenges of regular education teachers in the work of inclusion of students with disabilities and discuss the needs for change in educational practices, with purpose of ensuring accessibility for students with disabilities. Through research, the difficulties encountered by teachers in promoting accessibility and inclusion of students with disabilities were observed. urgency of the implementation of policies resulting from inclusive education. From the bibliographic research carried out in the period between 2015 and 2020 in the Google Scholar database, Scielo, the results of the data analysis indicate that although the continuing education of these professionals is essential for the development of inclusive education, there are still several challenges related to this issue, consequences of public policies for school inclusion, in which regular education teachers do not have specific skills to carry out pedagogical work with students with disabilities, in addition to the difficulties of specialized teachers in dealing with students from the common class, the various authors studied propose changes in the education system for the effective inclusion of these children. It is noted that the ordinary school teacher is responsible for teaching school content for students with disabilities, making it necessary for there to be an articulated work between this teacher and the one who works in Special Education, since only through this relationship the objectives of a truly inclusive education will be achieved, and that the school inclusion process of the Brazilian education system was concerned only with the physical accessibility of students with disabilities in the school space, leaving aside the qualification of teachers and guarantee of the quality of education offered to these students.