TEACHER TRAINING FOR SPECIAL EDUCATION STUDENTS: A FEW CONSIDERATIONS ABOUT LIMITATIONS AND PERSPECTIVES.

Abstract

This work aims to present a few considerations regarding important matters related to the formation and performance of teachers in Brazil. More specifically, it aims to portray the challenges originated from inclusive policies in regular schools. Analytical elements about the responsibilities and attributions of specialized teachers are presented, considering the perspective that inclusive education could and should be understood as a unique opportunity for development, not only for the school as for all its actors. Information referring to the place of formation and its implications are also mentioned, including initial formation, continued formation and specialization courses. This data often present as lack of preparation by the teachers to face the challenges they meet. Considering that, a few strategies regarding the enhancement of formation are pointed, of which the collaborative work is highlighted, although not free from conflicts. At last, some questions are raised about changes in paradigm so that school education can effectively head to a systemic renovation that would allow the reformulation of education policies in the context of school inclusion.