UMA ANÁLISE SOBRE A FORMAÇÃO CONTINUADA DE PROFESSORES DE SÉRIES INICIAIS VOLTADA PARA A EDUCAÇÃO ESPECIAL
PARADOXO ENTRE TEORIA E PRÁTICA
Abstract
This article analyzes how the formation of teachers of the initial series in special education is given, contrasting theory and practice. Takes a historical track on Early Childhood Education and Inclusion and tries to link specific training in the area with the policy of training teachers in the country. The highlights are the guidelines in this National Policy on Special Education in the Perspective of Inclusive Education (2008) and the proposition of the service specialized educational assistance (AEE) within schools and school systems. This situation has produced a demand for specific training in this area and has been characterized by service to be offered(continued) and in distance mode. It problematizes the effects of training and pointed out the need for research to gain knowledge of the implications that this proposal has led training in the configuration of the pedagogical practices that focus on the inclusive processes of pupils in common.
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