(RE) PENSANDO A FORMAÇÃO DOCENTE NA PERSPECTIVA DA EDUCAÇÃO ESPECIAL

• DOI: 10.22533/at.ed.9552314116

• Palavras-chave: Formação Docente, Educação Especial, Inclusão, Estudante Especial.

• Keywords: Teacher Training, Special Education, Inclusion, Special Student.

• Abstract: Inclusion is a much discussed subject in the educational environment. At first, we have to think about ways to avoid segregation at school, preventing special students from being excluded from their group. Inclusion goes far beyond this issue of just “including”: it involves criteria of citizenship, quality of teaching, which generate actions of belonging to the School, as well as student protagonism. As Teachers, we have to question: “Is the Inclusion that we want really being practiced in our Schools, in our classrooms? Are we able to be effective in the act of teaching, of passing on knowledge by developing individual autonomy to this student? And more: as educators, are we really prepared to work with special students, to make a difference?” It is important that teachers, in addition to their basic training, carry out training that includes the work to be carried out in Special Education. On that occasion, during their studies, solutions and educational processes should be thought of to address issues relevant to these marginalized students, making a difference in their care.