Formação Continuada na Perspectiva da Inclusão Escolar: Tensões e Possibilidades

• Main Author: Damila Soares de Carvalho, Mariangela Lima de Almeida, Nazareth Vidal da Silva
• Format: Article
• Language: Portuguese
• Published: Universidade Federal de Mato Grosso do Sul, Campus de Naviraí 2018-07-01
• Series: Perspectivas em Diálogo: Revista de Educação e Sociedade
• Online Access: http://seer.ufms.br/index.php/persdia/article/view/5147/4666

This paper approaches the theme continuous formativon through dialogues with professionals in the school context. It aims to understand the educational practices for the inclusion of students with deficiency, global development disorders and high abilities/super-endowment, in the Municipal Education System of Cachoeiro do Itapemirim-ES, Brazil, along with the articulation of those practices with the formative proposals by the Special Education management. German Jürgen Habermas’ communicative action theory is their theoretical support. Study case is used as a methodological perspective. Data collection used semi-structured interview, in order to constitute speech spaces with the professionals. As results, stands out the necessity of new/other spaces for continuous formation, comprehending class-monitor teachers, pedagogues, and managers, with family participation, thus potentiating collaboration work in the schools and as future notes the construction of a continuing education curriculum to be developed, taking into account the different possibilities pointed out by professionals.