TEACHER TRAINING FOR SPECIAL EDUCATION IN THE INCLUSIVE PERSPECTIVE: THE ROLE OF PEDAGOGICAL EXPERIENCES IN THIS PROCESS

Authors

  • Cláucia Honnef
  • Fabiane Adela Tonetto Costas

DOI:

https://doi.org/10.17058/rea.v20i1.2359

Keywords:

Educação Especial, Educação Inclusiva, Formação Docente, Experiências Pedagógicas, Construção de conhecimentos

Abstract

This article was written based on bibliographic studies, experiences and findings of research made at undergraduate and postgraduate studies, which reported that teacher training for special education in inclusive perspective is essential, but its realization through lectures, seminars, meetings and other similar events, is proving ineffective. Thus, in order to change this reality, one essential suggestion is that these studies that collaborate with the special education in the inclusive perspective start to occur inside the school and the teacher’s pedagogical experiences can motivate teachers’ reflections and discussions in the school environment . This way, ideas for John Dewey (1971, 1979, 2003) related to the educative experience can be applied both to the process of students training in the school context and to the process of teacher’s training, mainly towards the special education in the inclusive perspective.

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Published

2012-07-13

How to Cite

Honnef, C., & Costas, F. A. T. (2012). TEACHER TRAINING FOR SPECIAL EDUCATION IN THE INCLUSIVE PERSPECTIVE: THE ROLE OF PEDAGOGICAL EXPERIENCES IN THIS PROCESS. Reflexão E Ação, 20(1), 111-124. https://doi.org/10.17058/rea.v20i1.2359

Issue

Vol. 20 No. 1 (2012): Docência e Formação

Section

Artigos Temáticos

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