Resumo

FRANCO, Marco Antonio Melo; RIBEIRO, Cristiane Dias  e  ALMEIDA, Fabiana Nascimento de. SPECIALIZED EDUCATIONAL ASSISTANCE: WHAT TEACHERS THINK ABOUT THEIR ACTION AND TRAINING. Revista Teias [online]. 2019, vol.20, n.57, pp.315-331.  Epub 18-Dez-2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.2019.38697.

The teacher's performance in specialized educational assistance has been a great challenge. This challenge led us to investigate what teachers think about the teacher's training to act in this assistance. Starting from the great challenge that has been the teacher's performance in the specialized educational assistance, the present study sought to investigate what teachers think about the teacher training to act in this assistance. A case study was developed with teachers who work in specialized classrooms in public schools in the city of Ouro Preto. The study shows that although there are national policies for inclusion in education, municipalities do not always develop these policies satisfactorily. It reveals that public investment in teacher trainin g has been minimal and this forces the teacher to seek their training individually and solitary. It is possible to say that, with much effort, this teacher becomes professional, with a fragmented professional development.

Palavras-chave : Inclusion in Education; Specialized Educational Assistance; Teacher Training..

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