Inclusive educacional and teacher training: case study in Goiás state school

Abstract

The target of this article is to research the elements present in the legislation according to the topic of inclusion and teacher training, based on the empirical analysis carried out in a basic education establishment in the State of Goiás, seeking to verify how the public service is carried out to those who presents specialized educational needs and how teacher training can contribute to the educational process of the researched school. The essay presents national and international legal documentation, which address the issue of inclusive education and the training of teachers that are devoted to special education. It was further analyzed, needs and challenges of teacher training in the educational process of the studied school. From the documentary, bibliographic and empirical perspective related to the theme of inclusive education and teacher training, the following inquiries were made: What is the idea of school inclusion and teacher training in the perspective of inclusive education? What do national and international legal bases apply to teacher training for students with disabilities? To what extent can teacher training contribute to the inclusion of these students? To answer these questions, an observation report and interviews with common classroom and resource room teachers were conducted. Documentary analysis of national and international legislation were used. The methodology used was a case study at a specific institution. The results indicate that the school community has not received initial and continuing training from the Secretary of Education of the State of Goiás and that it does not have an appropriate infrastructure for serving the public of Special Education and reveals a group of education professionals who are carrying out the work based on their own efforts and skills.