Os impactos da formação continuada de professores e monitores que atuam com crianças com deficiência em uma escola de educação infantil no município de Jaguarão - RS

Abstract

This Critical-Reflective Report is the result of research conducted with teachers and special education needs teaching assistants’ at an early childhood education school in the municipality of Jaguarão – RS. The objective was to describe and analyze the impacts of a continuing education program offered to teachers and special education needs teaching assistants’ working with children with disabilities. The main theoretical references used were Beyer (2010), Imbernón (2010), Nozi (2013), Selau (2007, 2013), current legislation, and information gathered during the training sessions. This is a qualitative intervention research study, in which data collection instruments included semi-structured interviews, training sessions (totaling five meetings), and field journals. The data analysis method used was discursive textual analysis. The analysis results were presented in three emerging categories: “challenges and opportunities in school inclusion: perceptions, structure, and quality,” “the principles of inclusive education: the real and the ideal in pedagogical practices,” and “continuing education and school inclusion: organization, engagement, and spaces for dialogue.” Each category was divided into subcategories to clarify and address the objectives of this research. The data indicates that professionals still face barriers to implement inclusion in the school environment, such as infrastructure and available resources, which also affect work quality. Additionally, the results showed that the Municipal Department of Education (SMED) provides ongoing training focused on inclusion for both groups of professionals mentioned in this research. Finally, the training sessions fostered the exchange of experiences, new knowledge, and contributions to students’ development throughout the research period.