RECIFES DOS SABERES: A FORMAÇÃO DOCENTE COMO MOSAICO DE INCLUSÃO PARA ALUNOS COM DEFICIÊNCIA

Abstract

: This study delves into the training of basic education teachers when faced with the process of including students with disabilities. The proposed objective was to understand how teachers face and adapt to the challenges of inclusion, with an emphasis on teacher training and practice through narratives, with the aim of improving inclusion in the educational environment. The research, which is qualitative in nature, is based on the (auto)biographical narrative approach. The method used to collect information was narrative interviews, which were recorded, transcribed and analyzed in the light of Ricouer's (2012) and Souza's (2014) comprehensive-interpretive paradigm.  The information contained throughout the narratives highlighted the importance of teacher training with a more complete and continuous curriculum to deal with the specific needs of students. Finally, the results showed that the practice of inclusion requires an attentive and adaptive approach, and that teachers' identities are constituted by experiences throughout their formative journey. The narrative experiences provide valuable insights into how to improve educational practice and promote true and meaningful inclusion.