CONTINUING TEACHER TRAINING FROM AN INCLUSIVE PERSPECTIVE IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to investigate the contributions of continuing teacher training from an inclusive perspective in Early Childhood Education. In this sense, the objective was to identify whether the leading teacher receives continued training from an inclusive perspective, as well as to verify the relationship between teachers and students in regular education classes in Early Childhood Education and to analyze whether school management, together with pedagogical coordination, has developed continued training. for the teacher from an inclusive perspective. Therefore, this research has a qualitative descriptive approach carried out in a school in the rural area of ​​the public network in the municipality of Amaraji-PE, with two teachers called P1 and P2 as research subjects. This work is based on Ceara (2019, p.39) and Oliveira (2012, p.77). The analyzes revealed that continuing education is considered one of the main motivating resources for meaningful construction in the pedagogical process, since through this the teacher finds support to deal with different realities. During this journey it was found that continued training, in addition to strengthening and contributing to the construction of moral, ethnic and social values, also plays an essentially important role in its internal and external aspects. The results obtained prove the effectiveness of continuing training for teachers, which is a tool that assists pedagogical practice, thus contributing to quality education. The hypothesis was confirmed as teachers reported the efficiency of training for the advancement of children in the target audience of Inclusive Education.