Espaços de (auto)formação no contexto escolar inclusivo

Abstract

This research, linked to the Professional Master's Degree at the Federal University of Santa Maria (UFSM) in the research line 2 - Pedagogical Management and Educational Contexts, aimed to know how processes of teacher self-training can occur involving regular classroom teachers, education teachers and school management team in order to contribute to school inclusion. The research theme emerges from the researcher's training and performance as a special education teacher in basic education and from the experiences of obstacles in collaborative work processes and observation of the lack of spaces for reflection and self-training among educators. This is a research with an exploratory qualitative approach in which a questionnaire and a semi-structured interview with 18 elementary school teachers from a state school of Basic Education were used for data collection. To analyze the collected data, the content analysis technique by the author Bardin (2011). The results indicated that teachers and management teams need a more effective continuing education on educational inclusion, so that it can bring subsidies for a collaborative work. It was concluded that everyday teaching is a fertile space for teacher (self)training, especially when it is characterized by the free expression of its participants, who have styles of being, working and learning. The final product of this research was the "Teacher selftraining instrument", in a form adaptable to the context of each institution, which was created as a suggestion for teams of inclusive schools as a way of organizing these spaces for self-training, contributing to the processes of inclusion.