A educação inclusiva na formação dos professores de Língua Portuguesa

Abstract

This study aims to analyze the initial and ongoing training of Portuguese language teachers who work with students with disabilities in the final years of elementary school. The general aim of the research is to analyze the training of Portuguese Language teachers in the process of including students with disabilities in regular education classrooms. The specific objectives are to investigate teacher training, whether initial or ongoing, from the perspective of inclusion; to check whether teacher training is in line with the process of including; to analyze the messages transmitted by the teacher about their training and inclusive education. This is a qualitative and bibliographical study, with the aim of exploring studies related to the topic. Among the main results to be achieved with the research is a reflection on the importance of teacher training and how this directly affects the teaching process for students with disabilities. The conclusion is that teacher training, whether initial and ongoing, related to inclusion enables teachers to learn about and develop new teaching attitudes towards students with disabilities, as well as reflecting on what needs to be maintained or improved in teacher practice so that inclusion really is confirmed and so that Portuguese Language teaching becomes increasingly inclusive and egalitarian.