CONTINUING EDUCATION AND SCHOOL INCLUSION: POTENTIALITIES FOR THE CONSTRUCTION OF NEW POSTURES AND PRACTICES OF EDUCATORS FROM THE MUNICIPAL TEACHING NETWORK OF PRESIDENTE PRUDENTE

Abstract

The present work is a part of a research master's concerns continued training of teachers and school enrollment and consisted in analyzing the manifestations of educators articipating in the Continuing Education Course in Assistive Technology (AT-TA) about their understandings, attitudes and practices regarding school inclusion of people with disabilities in municipal schools of Presidente Prudente/SP. The methodology adopted for data acquisition involved the reading of the documents produced by participants in the virtual learning environment (VLE-AVA) TelEduc, because it is a course conducted through the modality of Distance Education (DE-EaD), and the application questionnaire and interview. The results revealed the personal dilemmas experienced with the process of inclusion expressed by feelings of insecurity, distrust, lack of professional training, fear of the new, the different, the influence of cultural, social and historical in conceptions, beliefs, values and pedagogical relationships; initial training that did not include the dilemmas experienced in the classroom; Public Policies, laws, guidelines not mobilized the occurrence of new attitudes and practices. In this study we sought to highlight the potential for the occurrence of the formation of new attitudes of educators face in the process of school inclusion.

Keywords

• Teacher Education
• School Inclusion
• Distance Education.