PEDAGOGIA INCLUSIVA: NOVA PERSPECTIVA NA FORMAÇÃO DE PROFESSORES
DOI:
https://doi.org/10.36311/2236-5192.2003.v4n4.9350Keywords:
inclusive education, formation of the teacher, continuous formationAbstract
The Brazilian educational system walks towards a model of school settled on the lnclusion paradigm. Facing this situation, the work pretends to analyze matters conceming the changes that will need to take place in the formation of thc teacher. The manner through which the teacher dcals with the students is modificd, being his duty the responsibility of offering an education that attends the prescnt diversity in the classroom. But is the teacher, with the formation he's had or has, preparcd to assume such duties? After ali, to answer the students' educational needs, the teacher needs to relcase himsclf from the traditional pedagogical practices. To accomplish this, it is thcrefore essential the offering of continuous formation courses, as well as the modification of the initial teacher's formation.
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