A Formação Continuada no Contexto da Educação Inclusiva: contribuições para as práticas pedagógicas de professores do Município de Caçador-SC

Abstract

This research is themed by the continuing education of teachers in the context of inclusive education, as part of the Special Education Research Line in the Perspective of Inclusive Education of the Master's Program in Inclusive Education - PROFEI. In this study, the hypothesis that is defended is that for the true inclusion, scholarship community must be involved in all educational process that is, in all discussions and decisions related to the curricular organization, so that it is created in an inclusive perspective. In this reality, the continuous education is required, so that teachers can promote a meaningful learning to its students, meetings the specificities and singularities of the students. Hence, the main goal of this study was to present a proposal of continuous education for teachers of the initial years of elementary school in the city of Caçador – SC, with the following specific goals: 1) Historically and politically contextualize the Inclusive Education development in Brazil; 2) Identify the legal assumptions in the State of Santa Catarina and in the city of Caçador; 3) Develop a pedagogical reference to serve as a base of the proposed course, focused on the target audience of Special Education, in order to help with the inclusive pedagogical practices; 4) Assess possibilities that the pedagogical reference provides to the continuous education of teachers. For the assessment, the qualitative, descriptive and field

approaches have been used. The methodological procedures used have been: state- of-the-art review, development of a continuous education course, organized in six

meetings. In each meeting, a theme related to the attendees of the Special Education has been approached. Meetings’ invitees have been teaches of the initial years of elementary school in the regular classes of the Caçador city. The product of this research was a pedagogical notebook and the assessment of the course and the product has been performed through Google Forms sent to the meeting attendees. Through this study, it was possible to notice the true engagement of teachers on their own continuous education and that the educational product can contribute in future trainings as a guideline for pedagogical practices in an inclusive perspective.