Importância da formação continuada no contexto da educação inclusiva

Abstract

The present article seeks explicitar the importance of the continuous formation for teachers in the context of the inclusive education. He/she also looks for, to know the presuppositions of the inclusive education, punctuating the challenges in the teachers' formation, the they be faced and overcome in the exercise of the practice, with focus gone back to the students' inclusion with special education needs. As theoretical contribution for the development of the bibliographical research readings of authors related to the inclusive education were used, such like Dutra (2006), Freitas (2006), Rose (2004/2005), Alves (2006), Tilstone (1998), Bassols (2003), Mantoan (1997/2006), Carvalho (2006), Pepper (1994). Starting from this work it was verified that what wants she, after all, are reflexive and critical teachers, with a satisfactory knowledge of the subjects related to the teaching and to the learning and in continuous inclusion process, besides autonomous and competent to develop the inclusive work. Because all the educators should know and to understand in larger depth to act with more quality and efficiency. Being unquestionable that the effectiveness of the formation depends essentially on the teacher's attitude, of understanding as somebody that, for profession, he/she needs to be in continuous formation. And, that the school is the teacher's formative space. This should be the true objective.