INCLUSIVE EDUCATION AND THE TEACHER EDUCATION COURSE: CHALLENGES AND EXPERIENCE REPORTS

This study develops a reflection on teacher education and its challenges with a view to school inclusion, considering that teachers at different levels of career have found difficulties in adapting methodological strategies, and decide to rely on specializations, as an alternative to answering their questions only with the accumulation of titles, without taking into account the need for research and the search for knowledge. To support the discussion, an analysis of the curriculum of the Teacher Training Course (High School), was carried out and a semi-structured interview was carried out with two fourth-year students, so that we could analyze the needs for professional preparation and the relevance of the articulation between theory and practice. The theoretical bases were from Saviani (2013), Libâneo (2004), Adorno and the Semiculture Theory (1996), Marx (1973) and others. It is concluded that the teaching profession requires a large donation from professionals, with involvement in studies, research, analysis. And that the Undergraduate courses need to adapt the curricular content so that teachers do not feel great impacts when faced with students in a situation of inclusion in the daily school life.