O DESAFIO DA FORMAÇÃO CONTINUADA DO PROFESSOR EM ESCOLAS INCLUSIVAS DA REDE ESTADUAL DA REGIÃO LESTE DE GOIÂNIA

Abstract

Inclusive education in Brazil has made a great leap in the universalization of access to school in the last decades, however, the permanence of students with disabilities in education is still a crucial challenge for public schools. Continuing teacher training is important to ensure the effectiveness of education for students with disabilities in education. The purpose of this study was to analyze if the process of teacher training focused at inclusive education promoted by the State Department of Education, Culture and Sport-SEDUCE-GO contributed to the inclusion of students with disabilities in the state public schools of the Eastern Region of Goiânia. The research of quanti-qualitative nature was based on the authors: Almeida (2003), Aranha (2006), Cury (1985), Bueno (2016), Edler Carvalho (2004 and 2010), Fación (2005), Guimarães (2004), Ghiraldelli (2009), Gadotti (1987 and 2004), Saviani (2008, 2009, 2012, 2013 and 2015), Laplane (2004), Manacorda (2014), Mantoan (2001, 2006 and 20015), Martins (2015), Mazzotta (2005), Mészáros (2005), Reis (2006 and 2013), Romanelli (2007), Sala (2013), among others. In documentary research was used, in addition to national and international legal frameworks, documents obtained at SEDUCE-GO, via Special Education Management. We also interviewed teachers from the state school system using a semi-structured script. In the context of school inclusion, this research identified situations in which the qualification process was effective as a continuing education policy, with themes pertinent to the professional performance. It also pointed out the contradictions that go through education as a training / qualification policy where teachers and students with disabilities are victims of exclusion from a macro-excluding structural system.