A importância das políticas públicas para formação de professores na implementação da Educação Inclusiva brasileira

Since the last decades of the 20th century, Brazilian educational policies have moved towards the paradigm of school inclusion, demanding new teaching practices and consequently improving the quality of education in the country, as several studies in the area demonstrate, and consequently require reflection on the formation of teachers. Thus, the present study aims to present public policies on teacher training in Brazil from the perspective of the Federal Government, with the aim of reflecting on possible convergences and divergences in the construction of an education system capable of meeting the diversity brought by school inclusion. To this end, this study presented a selection of MEC publications that highlight training policies for basic education teachers within the perspective of contemporary school inclusion. The data were collected on official Federal Government websites, with a temporal delimitation, followed by documentary analysis. From the results achieved, it can be seen that educational inclusion and teacher training policies, over the last few decades, have moved towards assuming the inclusion paradigm as a strategy for Brazilian education systems. Despite this, there seems to be a mismatch between government actions for the inclusion of Special Education students and the training of teachers to serve them, thus thinking about the concern of public policies for school inclusion