O professor no processo de implementação das políticas de educação inclusiva: uma análise da literatura

Abstract

Education, as a field of study, is permeated by several debates. Many discussions seek to understand how it is possible to create an educational process that is capable of breaking stigmas and prejudices that often go unnoticed in relationships in society. Since the 1990s, largely as a result of national and international debates, Special Education from the Perspective of Inclusive Education has been studied in a way that broke with the medical model of analysis, in which people with “special educational needs” were treated as ineducable. , or at most were sent to institutions independent of regular education. This article aims to understand how teachers are and were treated in the process of developing Special Education policies. Based on the assumption that the teacher needs adequate training to deal with the challenges of everyday school life, the article aims to investigate how the literature on “Special/Inclusive Education” addresses this topic, which is of fundamental importance for the construction and descriptions of policies. which seeks to promote education without distinctions and prejudices