Resumo

RODRIGUES, David  e  LIMA-RODRIGUES, Luzia. Formação de professores e inclusão: como se reformam os reformadores?. Educ. Rev. [online]. 2011, n.41, pp.41-60. ISSN 0104-4060.

There is large consensus about the need of a strong investment in teacher education in order that Inclusive Education can be implemented in regular schools. Inclusive Education must be understood as an educational reform. In order to develop this reform we need that teachers (either "regular" and "specialist") be educated to use teaching and communication paradigms different from those used on traditional schools. Using the data of an evaluation procedure of a master's degree course on Special Education done by its students, this paper discusses some of the theoretical basis of Teacher Education (namely isomorphism and infusion). Then, four aspects of teacher education are discussed: contents, teaching and learning strategies, theory-practice relation and professional impact of the course. The main conclusions can be summarized on the need of development of a deep reform on the courses of teacher Education to make them able to change the values and practices of their students in order to make them active participants on the Inclusive Education reform.

Palavras-chave : Teacher Training; Inclusive Education; Special Education.

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