Abstract

LANUTI, José Eduardo de Oliveira Evangelista  and  BAPTISTA, Maria Isabel Sampaio Dias. The narrativity in continuing teacher training for inclusive education. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1053-1071.  Epub Apr 20, 2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ds03.

Based on a bibliographic study, the itineraries and results of two PhD studies defended in 2018 and 2019 at the Laboratory of Studies and Research in Teaching and Difference (LEPED) at the State University of Campinas (UNICAMP) were analyzed. The need to find ways that enable continuing education of teachers for inclusive education gave rise to these investigations. It is known that initial training is not enough to prepare teachers for the development of inclusive pedagogical work since demands, in this sense, are constantly updated. Therefore, the objectives of this text were to analyze the contribution values of the narrativity of the teachers participating in two processes of continuing education, one in person and the other one at distance. It also seeks to identify what the two processes have in common that led the participants to reflection and reconstruction of pedagogical practices, in order to include all students in the standard classroom. It was concluded that, in both theses, the valorization of the subjectivity of the participating teachers, as well as the foundation in the National Policy of Special Education in the Perspective of Inclusive Education (PNEEPEI, BRASIL, 2008), were decisive points for the teachers’ understanding of what inclusion is and its demands. When narrating their teaching experiences during the two investigated courses, the participating teachers rethought the way they conceived teaching, learning and disability. It was understood that the role of an inclusive school is to promote full participation of each student. Yet, it should be according to their capacity and without pretension that homogenization of learning might occur.

Keywords : Narrativity; Teacher training; School inclusion..

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