A formação continuada na perspectiva da educação inclusiva: uma abordagem sobre a experiência em Nova Ipixuna/PA

Abstract

This research addresses the issue of teacher continuing education in the perspective of Inclusive Education, bringing an approach to continuing education in public schools in New Ipixuna/PA. The aim of this study was to investigate the process of realization of continuing education courses for teachers in the early grades of elementary school and the Educational Service Especializado no period 2011-2012. It was intended to verify to what extent the continuing education of teachers was relevant to the teaching activities in the area of Inclusive Education, since the presence of students with disabilities, pervasive developmental disorder or high abilities/giftedness is constant in the school reality. This research used a qualitative approach, basing ourselves methodologically through research documentary Campoe. The locus of the research were the Municipal Education (SEMED) and three city schools, one, the locus of direct observation in two common rooms and a room of Appeal Multifunction. As research subjects attended two coordinators of SEMED, a teacher of the common school, a teacher's resource room Multifunctional and target audience of special education students present in both rooms. As procedure we used semi-structured interviews with coordinators and observation lounge and Resource Multifunctional room. The data were presented and analyzed concomitant presentation. Considering the results of the research found that, despite the continuing education courses for teachers have been developed in a perspective of Inclusive Education, there is a need for systemic change in the organizational structure concerning teacher training. In this context, we identify some limitations related to lack of funding and qualified human resources, which interfere in the conduct courses of continuing teacher education process. In analysis for the teaching practice, we realize that there are many challenges to be met regarding the practical performance of teachers across the education of the public target of special education students. As a way to change, we believe that the creation of substantial public policy in favor of education, especially teacher training, as well as active pedagogical proposals to be developed in the school systems, thus enabling the creation of inclusive educational systems.