Formação docente: educação especial no ensino fundamental

Abstract

The objective of this research is to understand Inclusive Special Education and the importance of initial and continuing teacher training. To this end, the question is: how can training contribute to inclusive education that makes it possible to include students with special educational needs in school, in the early years of elementary school? The history of Special Education in Brazil is a complex narrative that reflects the evolution of perceptions about disability over time. It is crucial for pedagogues in training to understand inclusion, as the true welcome, acceptance and recognition of the individual, regardless of their limitations, color, race, creed or culture. And this becomes even more specific when we deal with students with special educational needs enrolled in school, which increasingly demands more from the teacher and the school community, in terms of various aspects, from thinking about the school's infrastructure to teaching strategies. and the structure of didactic-pedagogical materials that can serve them. Therefore, in professional training it is essential to train pedagogues to carry out the inclusive educational process, which seeks the participation of students with special needs, with prepared professionals, guaranteeing teaching in which students can develop and learn. Bibliographical research allowed us to observe that teacher training must prioritize the development of sensitivity and reflection on teaching practice, planning flexibly and considering the different educational possibilities.