Políticas públicas e formação docente: Em foco a inclusão escolar

Abstract

Public Policies and teacher education for inclusion bring issues to be discussed, as there is a long path to be overcome by teachers and challenges to be overcome during their education and performance. Furthermore, it is necessary to better understand the guidelines and policies that deal with their education and the inclusion of everyone in the school. Several public policies have brought up the issue of inclusion of everyone in regular schools and the importance of the process of training professionals to meet individual and collective needs. Pursuant to Decree No. 7611, Specialized Educational Service (AEE) was instituted in schools to provide complementary and supplementary services to students with disabilities, pervasive developmental disorders, high abilities and giftedness. In another document, such as the publication of new guidelines and bases for national education (LDBEN, law n. 9,394/96), teacher education is highlighted in educational policy. In this sense, this work aims to investigate and discuss teacher training in inclusive education and to better deepen the guidelines that deal with their training to work with the target audience of special education, whether in regular classrooms or Specialized Educational Service (AEE) classrooms.) For this, a memorial and a bibliographic research on the subject were carried out in scientific journals, covering the period from 2006 to 2021. Five articles were selected that dialogue with the theme and the analyzes were subdivided into 4 items: in the first, the reform was discussed. Curriculum: decentralization and the role of the teacher with the objective of presenting in an organizational way, within 03 axes, which are, teacher training, inclusion and management, and thus, articulated, give the school a new organization. In the second, Special Education and Inclusive Education: guidelines, which deals with the importance of inclusive education policies in the educational system. Continuing with the third item, research on inclusive practices was discussed, which addressed the new educational principles needed to implement the proposals for inclusive education and, finally, teacher training for inclusion, which highlighted the challenges of comprehensive education and the increased understanding of special education, especially the inclusion of students in this context.It is concluded with that research that there is a need to create new pedagogical practices that really include students and provide a real paradigm shift and the great challenge is to comply with the legislation and fight for the right to quality education and equity for all.