Inclusive education and continuous teacher education: challenges and perspectives from the National Pact for Literacy at the Right Age
DOI:
https://doi.org/10.5212/PraxEduc.v.11i1.0008Abstract
This paper aims to discuss about teacher education from the perspective of Inclusive Education. We analyze the contributions of a teacher education program in relation to the teachers’ pedagogical practice facing the students with disability. For this purpose, we performed a research in which the study advisors, participants of the Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) (National Pact for Literacy at the Right Age), from the state of Rio Grande do Sul (Brazil), reflected on the possible contributions of this program for their pedagogical practices facing the students with disability. Having said that, 347 study advisors answered to a structured interview, where we found that PNAIC contributed with the inclusive pedagogical practice of 74.06% of these teachers. Furthermore, to 95.1% of them, PNAIC contributed with a program of continuing education, qualifying their pedagogical practices. Therefore, we believe that PNAIC collaborated to re-signify the pedagogical practice of many teachers, besides giving the opportunity to an Inclusive Education, despite being still incipient.
Keywords: Inclusive Education. Teacher education. National Pact for Literacy at the Right Age.
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