Abstract
This article aims to reflect on teacher education in the perspective of inclusive education. To do so, it is anchored in the thinking of Brazil (2001), Glat and Nogueira (2002), Mendes (2006) and Silva (2003), among others, aiming at understanding how the insertion of the disabled student occurs in regular school and how if they give the teacher training to serve this clientele. From this academic production, it is possible to contribute to the reflection on inclusive pedagogical practices that should be privileged in the school and from the need for the continued formation of the teacher who opts for inclusive education for all.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
