CONTINUING TEACHER TRAINING AT THE SERVICE OF FORMATION FOR THE INCLUSIVE SCHOOL PROCESSES

被引：0
作者：
Silva, Mayara Costa [1 ]
Haas, Clarissa [2 ]
机构：
[1] Univ Fed Rio Grande do Sul, Colegio Aplicacao, Educ Especial, Porto Alegre, RS, Brazil
[2] Inst Fed Rio Grande Sul, Pedag, Caxias Do Sul, RS, Brazil
来源：
REVISTA PRAXIS EDUCACIONAL | 2019年 / 15卷 / 36期
关键词：
Continuing teacher training; Inclusive education; Special education;
D O I：
10.22481/praxisedu.v15i36.5901
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study of qualitative approach deals with the continuing teacher training related to Special Education in the context of Inclusive Education. The interlocution is built through a bibliographical survey involving the academic production of the area. The following problematization is made: which knowledge can feature the teaching for inclusive school processes? The notes from the academic literature show that those ways of knowing which are instrumentalist and disconnected from reflection prevail in the school space. The following continuing teacher training guidelines are stated, from research, for the inclusive school processes: the collaborative work among school agents, the pedagogical knowledge through articulation between theory and practice and the value of space for teacher reflection in everyday situations.
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收藏
页码：465 / 493
页数：29
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