Formação de professores do ensino médio na perspectiva inclusiva e ecoformadora em uma escola pública

Abstract

Teacher training for inclusion, from an eco-training perspective, faces numerous challenges that make teaching practice more complex. The traditional concept of teacher training often ignores the diversity of human relationships, hindering the ability of high school teachers to effectively address students' individual differences. This context is especially relevant for the target audience of special education, which demands learning methodologies adapted to their specific needs. Furthermore, the lack of institutional support aggravates this situation and results in resistance to change within the school environment. Educational policies, often outdated and disconnected from the reality of classrooms, are a significant obstacle. They often fail to adequately promote inclusion and eco-training, hindering the implementation of innovative pedagogical practices. Resistance to change also manifests itself among educators themselves, who may feel unprepared or insecure about adopting new inclusive approaches. Given this scenario, the need for continuing education for high school teachers, from a perspective of inclusion and eco-training, becomes essential. It is necessary to invest in training that provides a deep understanding of eco-training and inclusive methodologies. Furthermore, fostering a school culture that values ​​diversity and promotes mutual respect is fundamental to the effective implementation of these practices, and for this to happen, teachers need support to feel prepared for such demands. This article analyzes these challenges and proposes strategies to overcome them, based on an experience gained through a pedagogical workshop with high school teachers at a public school. The eco-training approach is highlighted as essential to developing teaching practices that embrace and value diversity, promoting a more inclusive and conscious education.