Resumen

SILVA, João Henrique da  y  BRUNO, Marilda Moraes Garcia. Teacher's formation for education special and indigene education modalities: interstitial spaces. Educação. Porto Alegre [online]. 2016, vol.39, n.3, pp.327-333. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2016.3.18382.

This report of research discuss teacher's formation for Educational Specialized Attendance (ESA) in the interface with indigene school education. Four teachers participated of ESA in indigene school in Dourados (Mato Grosso do Sul/Brazil). The general objective was develop, in conjunct with those teachers, a program of continued formation to investigate in pedagogical actions presented in Multifunctional Resources Classrooms (MRC) and analyze impasses, obstacles and challenges of ESA and school inclusion. It was based on cultural studies and collaborative research, using semi-structured interview, collective interview and camp diary. The results shown: necessity of initial/continued formation for teachers of ESA, which are adequate to specialties of indigene schools; politic of teacher's formation has as challenge the overcoming of hegemonic practices and traffic among interstitial spaces and knowledge frontiers; emergency of (re)signification of ESA in the intercultural perspective and critic exercise of pedagogical practice.

Palabras clave : Teacher's Formation; Special Education; Indigene Education.

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