AS POLÍTICAS DE FORMAÇÃO DE PROFESSORES PARA INCLUSÃO NA PERSPECTIVA DA DIVERSIDADE SOCIAL

Abstract

The inclusion paradigm has been a widely debated topic due to the intense movements promoting the democratization of education. The human diversity has become an object of study of several educators looking for teaching strategies aligned with the needs of each student. Therefore, the goal of this research is to analyse teachers formation policies on inclusion and diversity considering past dissertations and theses linked with the outbreak in the 1990s of inclusive education proposals for children with special needs. The following key points will guide this text: a) international declarations on this subject; b) the Brazilian legislation and specific legal documents; c) dissertations and thesis produced on master s and doctoral degrees of the PPGE PUC Goiás between 2005 and 2011; d) theories sources which aim at revealing the current inclusion and teachers formation policies. This investigation will raise questions over education inclusion policies and what is actually practiced. It is also an object of study of this research to discuss eventual contradictions of the current inclusion speech socially constructed in an opposition to social-education exclusion. Considering these goals, this text will ponder the continuing professional education policies and their application throughout the Municipal Education Network of Goiânia between 2005 and 2011 and its outcomes in the teaching practice. Therefore, this paper aims at investigating teachers formation policies considering the inclusion and diversity perspectives, and at analysing the continuous teachers formation as a way of building new possibilities for inclusive education opportunities.