Formação continuada de professores para o atendimento ao estudante com deficiência intelectual: a educação especial em perspectiva

Abstract

This work based on a perspective practices of continuing education for teachers working in special education, focusing on the challenges and the need for effective implementation of programs that meet the specific demands of this type of education. The central problem lies in the significant gaps in the training of these professionals, despite advances in regulations and educational technologies. This study is justified by the urgent need to enhance the preparation and support for teachers, aiming for more efficient and inclusive educational practices. The main objective is to develop a deep understanding of current practices and propose effective improvements to adequately empower these educators. The research adopts a qualitative methodology, involving the analysis of contents of existing programs, the impact of teaching methodologies, and the identification of barriers to the adoption of effective practices. Data were collected from articles, technical reports, and case studies through academic databases such as Google Scholar and ERIC. The search terms included "Continuing education in special education," "Inclusive teaching practices," and "Educational technologies in teacher training." The results indicate that, although there are well-structured programs, there are significant flaws in their practical implementation, highlighting the need for training that has perspectives adaptive training and technologies that directly assist in special education. The conclusion emphasizes the importance of developing more effective and inclusive policies to promote a capable and inclusive educational environment.