INITIAL AND CONTINUING TEACHER EDUCATION AND SPECIAL EDUCATION POLICIES IN THE PERSPECTIVE OF INCLUSION

Abstract

This article deals with the theme of initial and continuing teacher training and the dialogue with Special Education Policies, from the perspective of Inclusion. The National Curriculum Guidelines established by the National Education Council propose how educational policies and actions should be in relation to teacher training, both initial and continuing. Two fundamental aspects of these guidelines are: the imminence of an effective articulation between initial and continuing education and the consolidation of teaching skills for the construction of a democratic and inclusive society. Therefore, initial and continuing education must provide for training processes consistent with these fundamental aspects, in addition to questioning special education policies from the perspective of inclusion. In view of this, we present a systematic review on the aforementioned thematic axes and the experience of building the mandatory supervised internship in Elementary School, Axis Literacy, in the online Pedagogy Course at the Universidade do Oeste Paulista, in order to understand to what extent this experience meets the theoretical and legal assumptions. The results show that, from the point of view of knowledge production in Brazil, in recent years, the perspective of school inclusion is foreseen as a training component, both in initial training and in continuing education. In the experience described, the experience of the mandatory supervised internship in the Literacy axis, denotes a perspective of integration of initial training and the basic education network and the construction of knowledge about School Inclusion and/or support and appreciation of differences.