Ação docente na educação especial e inclusiva: os desafios da formação e as dificuldades na atuação

Abstract

The number of enrollments of students with special educational needs has increased every year in public schools, changing school dynamics and the educator's routine in the classroom, often without adequate training for such action. This article proposes an analysis of Teaching Action in Special and Inclusive Education: the challenges of training and the difficulties in acting. The main objective of the work is to investigate and understand the importance of initial and continuing teacher training in the relationship between the theoretical and legal support of inclusive education in teaching practice; the other objectives were: to highlight the importance of specific training for teachers to work with this audience in the classroom; identify the main challenges that Inclusive Education faces; show the lack of preparation of the school environment to deal with Inclusive Education. The methodology used is exploratory research, based on bibliographical research, using contributions from authors who have addressed the topic. The results obtained in carrying out this bibliographical research bring a brief reflection on the importance and need for initial and continued training, where not only the lack of teacher training but also the lack of teaching materials makes teaching action in the classroom difficult. The biggest difficulties highlighted were: the lack of adequate materials and the absence of a professional with Specialized Educational Assistance to adequately assist teachers, especially those who have not undergone any training in the area of Special Education. These facts point to the importance of providing adequate initial training for these professionals, with a curriculum that includes Inclusive Education, as well as the frequent offer of continued training as a Public Educational Policy