TEACHER TRAINING WITHIN THE SCOPE OF INCLUSIVE EDUCATION PUBLIC POLICIES IN BRAZIL

Abstract

This study is part of the master's thesis titled ‘Implementation of the National Special Education Policy from the Perspective of Inclusive Education and the National Education Plan at the Anísio Teixeira Municipal School, Niterói/RJ: Experiences and Challenges’, funded by a CAPES research grant. It aimed to analyze the challenges involved in implementing the National Special Education Policy (PNEE) (Brasil, 2008) and the National Education Plan (PNE) (Brasil, 2014), specifically Targets 4 and 15, regarding the school inclusion of students with disabilities. The study considered Specialized Educational Services (AEE) provided in Multifunctional Resource Rooms and higher education teacher formation aligned with the demands of Basic Education. The theoretical-methodological framework is the Critical Theory of Society, grounded in the thought of Theodor Adorno and Max Horkheimer. Procedures, instruments, and data collection and analysis were based on a literature review organized around the categories of public policy, teacher formation, and inclusive education, all viewed through the lens of barriers to school inclusion that perpetuate the segregation of students with disabilities. This work is part of the research project ‘Public Education Policies: Experiences of Teacher Formation, Inclusion, and Violence in Public Schools’. The results revealed progress in the inclusion of students with disabilities within inclusive education policies and in teaching praxis informed by experiences with students with disabilities in inclusive classrooms and AEE provided in Multifunctional Resource Rooms even while acknowledging limitations in recognizing human diversity as a catalyst for democratic education.