PROSPECTS OF TEACHER TRAINING IN THE CONTEXT OF THE INCLUSION OF PEOPLE WITH DISABILITIES IN REGULAR EDUCATION
Teacher formation. Inclusive education. School inclusion.
This study seeks to reflect on the training of teachers in the perspective of inclusion of people with disabilities in regular education. A systematic review of the national scientific production on the training of teachers in the perspective of inclusive education was carried out. The time frame of the research corresponds to the period from 2006 to 2016. The analysis and discussion approach is based on the bibliographical research, based on the survey of studies in the national base of journals of the Coordination of Improvement of Higher Education Personnel (CAPES) and in the Scientific Electronic Library Online (Scielo). The study has a quantitative-qualitative approach, through a bibliographic review based on 21 articles that discuss the issue of teacher education in the perspective of inclusive education in Brazil. The studies presented discussions about teacher education and inclusion policies, highlighting the need to discuss the context of teacher education, as well as addressing the need for changes in the models of teacher training courses. It was verified that the policies of inclusion in Brazil require a new perspective for teacher education. It was clear that higher education institutions are providing a lack of education, so many proposals for an urgent reform of the bachelor's degree have been signaled, because in order to play an inclusive role, the teacher needs training that empowers him.