Resumen

DANTAS, Taisa Caldas; FARIAS, Adenize Queiroz de  y  BEZERRA, Andreza Vidal. School Inclusion and Teacher Training in the State of Paraíba: Perceptions of Graduates of a Lato Sensu Training Course in Specialized Educational Service. Rev. bras. educ. espec. [online]. 2024, vol.30, e0094.  Epub 26-Sep-2024. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702024v30e0094.

Despite the progressive access of Special Education students to mainstream schools, one of the biggest challenges to providing quality education is related to gaps in teacher training. Thus, this article aims to identify the contributions of a lato sensu specialization course from the perspective of teacher performance with special education students in the state of Paraíba, Brazil. To this end, using an online questionnaire, this study analyzed the perceptions of 64 teachers from different regions of Paraíba who graduated from the specialization course in Specialized Educational Service (SES) offered by the Federal University of Paraíba (UFPB), from November 2022 to November 2023, funded by the Ministry of Education (MEC). The results showed that the teachers’ participation in continuing education helped them to face the challenges they experience in the classroom on a daily basis. The adoption of collaborative, innovative, welcoming and inclusive methodologies, in addition to being a process of self-affirmation and appreciation of the SES teacher’s identity, also emerges as a benefit resulting from the specialization. With this research we hope to strengthen the debate on teacher training from an inclusive perspective, re-signifying conceptions about disability and encouraging the construction of anti-capacity school environments.

Palabras clave : Teacher training; Special Education; Specialization course.

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