A formação de professores que atuam na sala de recursos multifuncionais com o atendimento educacional especializado em escolas públicas do município de Fortaleza: Concepções e práticas docentes

Abstract

The present work has as the main objective to analyse the training of teachers who work with Special Education Services (SES). In this sense, the difficulties encountered by those teachers are identified, and the proposals and the methodology used in the continuous training developed by the Municipal Department of Education of Fortaleza are verified in order to examine the conceptions of all participants who take part in the training. In order to develop this research, the principal official documents that guide the aspects related to special education are taken as a reference. As some examples, I can cite the National Education Policy from the inclusive perspective, as well as some authors who contributed to issuesregarding to special education from the inclusive perspective. In addition, I can include researchers who presented important reflections to teachers’ training, specially to continuous training. Among those authors, I must highlight the research of Lustosa (2009), Mantoan (2010), Figueiredo (2010), Candau (1996) and, Silva (2000). This qualitative research was developed through a case study where the data were collected at interviews with three teachers who work with SES and, with one of the coordinators who is responsible for the teachers’ continuous training. In this sense, the research reveals weaknesses in special education training, mainly in graduation, since the approaches seems to be insufficient, thereby it is necessary to occur curricular changes that enable that process since the initial formation.