Resumo

RODRIGUES, Graciela Fagundes  e  PASSERINO, Liliana Maria. Inclusive processes, continued teacher training and professional education. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.170-197.  Epub 15-Out-2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180074.

The article invests in the theme of teacher education associated to Professional Education and the inclusive processes of people with disabilities. From the context of pedagogical action, in vocational courses, the continued formation is discussed and the emergent dimensions in the discourses and perceptions of the involved actors are analyzed. In addition, it seeks to identify which knowledge is mobilized and necessary, from the perspective of the participants, related to the pedagogical practice with students with disabilities. Considering these purposes, the writing is associated with the historical-cultural theoretical approach, based on Vygotsky, and authors related to teacher training and Professional Education. This is a case study qualitative research, in which the research material involved interviews with teachers and coordinators who work in Professional Education institutions in the state of Rio Grande do Sul. The data indicated that the institutional space is constituted as a potentiator of the continuing education of the investigated teachers, which leads to characterize it as a training with / in the workspace. The need for continued training that overcomes the technical dimension as an indication to minimize the pragmatic emphasis on the teaching activity was evidenced, because the results revealed the appreciation of relational aspects as important components of the training that seeks to qualify the professionals to work with people with disabilities. It should be emphasized that the presence of students with disabilities in Professional Education has led to continued formation, once the professionalization of this public implies broader inclusive processes than Basic Education, it also requires thinking about them in that modality.

Palavras-chave : Teacher training; Continued Formation; Professional Education; People with disabilities.

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