A importância da formação humana dos professores na/para Educação Inclusiva

Abstract

The reception of a student in the school environment implies a need to understand that he is a being endowed with uniqueness, placing as fundamental that the teacher guides his actions in empathy and emotional sensitivity. About two decades ago it was not common to see a person with disabilities attending schools in a regular classroom and, when this happened, the environment that should be learning and communion, made these people even more invisible through the still excluding society and lack of preparation in teacher training. The main objective of this research is to analyze the importance of human teacher education in na inclusive and integrative perspective, I have in mind the difficulties and obstacles of teachers facing inclusive education, reflecting on the values and formative human relationships that should be integrated into the profession. teacher. This exploratory and qualitative research will be conducted through a literature review based on recent research by Alves (2015; 2016) on the human formation of teachers and its importance for integrative and inclusive learning practices. It is clear that the challenges to prepare teachers to work with students with specific needs in Brazil are numerous, whether due to the lack of appreciation of the area, teaching gaps, lack of resources for the realization of basic rights of people with disabilities and, above all, the barriers and barriers imposed in the form of skills and abilities limited and limiting by the guidelines that guide the pedagogy and undergraduate courses. In addition, we realize that the teacher's human formation is a unique principle when we want an inclusion that enables “the place of belonging of all subjects in their uniqueness” as taught by Alves in his various works (2009; 2015; 2016).