Educação inclusiva: teoria versus prática e a necessidade de formação continuada para os educadores da educação básica

Abstract

Throughout history, there have been many discussions about education in an inclusive context and new practices gradually emerge to significantly serve people with disabilities and insert them into society. This study attempts to determine the importance of highlighting the level of education of teaching staff for effective quality education in elementary education. Therefore, the general objective proposes to analyze the importance of continued training in inclusive education for teachers who work in the humanistic training of people with disabilities in order to answer thequestion about how to better prepare teachers to act in the face of the challenge of including people with disabilities. special needs in the classroom. The specific objectives sought to describe the main paradigms regarding inclusive educational practices; discuss the importance of continued training, for better teaching performance in the regular classroom in an inclusive context; finally, analyze the main inclusive pedagogical practices, suggested by official teaching documents. As for the research method used, bibliographic review was chosen, which consists of the analysis and review of scientific works already published in books, scientific articles and websites. In this case, productions corresponding to the years 2019 to 2022 were analyzed. Based on this, it was possible to have an overview of the productions that discuss issues, in which 15 (fifteen) articles were found on Google Scholar and, after an analysis, the scope of 6 (six) was left to compose the results of this research. , being related to inclusive education, observing theoretical and practical aspects, in addition, discussing continued training.