Formação continuada para a inclusão

Abstract

This research aims to demonstrate the need for continuing education for the process of inclusion of the student in the Target Audience of Special Education – PAEE, including the analysis of the formative reality in which the researcher is inserted. The theoretical contribution includes authors such as Belther (2017), Facion (2012), Mantoan (2015), Romanowski (2012), Veiga (2009), for presenting the importance of continuing education, mainly aiming at the inclusion of PAEE students, and valuing for a quality education, in which the barriers that impede this execution are eliminated. In order to reach the proposed objectives, a research was carried out with a qualitative approach, through bibliographic studies and document analysis. With this, we could see that the initial training cannot be understood as the only way for the teacher to obtain knowledge directed to special education, as it can present fragility and superficiality in the available contents. In this way, continuing education is a way for teachers to guarantee autonomy and confidence when performing their work, providing a quality basic education for students and especially PAEE students.