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Revista de Educação PUC-Campinas

versión impresa ISSN 1519-3993versión On-line ISSN 2318-0870


CARAMORI, Patricia Moralis; MENDES, Enicéia Gonçalves  y  PICHARILLO, Alessandra Daniele Messali. The initial preparation of multifunctional resource room teachers in the perspective of working teachers. Educ. Puc. [online]. 2018, vol.23, n.1, pp.124-141. ISSN 2318-0870.

The issue of training teachers to work in Special Education, of whether it should take place in the initial training or continuing education, is a controversial one. This study aimed to investigate what teachers who work in specialized educational services think about how their initial training in special education should be. The qualitative study was based on collaborative research methodology, with teachers in focus groups from 14 cities of Brazil. The data analyzed refers to 134 excerpts, analyzed and codified with the software ATLAS.ti. The selected excerpts contain specific mentions to their thoughts about the ideal initial training for Special Education. Results show that teachers tend to value their training, which is predominantly in Pedagogy. Although pedagogue teachers defend their training as the best training locus, they also believe a lot of changes are needed, such as the inclusion of specific theoretical and practical Special Education content, even questioning if general training is the best option and yet if it would be feasible. Many changes were due to the complexity of the special education teacher’s role in the current school inclusion policy, but without a reflection on whether the duties imposed on them are viable, if there is some kind of training that would give rise to this super professional, or even if this policy guarantees Special Education students their right to education.

Palabras clave : Special education; Inclusive education; Initial teacher education.

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