TEACHER TRAINING; A PROCESS THAT REPEALS IN A CONTINUED EDUCATIONAL EXTENSION ACTION AS WELL AS SIGNIFICANT CHANGES TO THE TEACHER'S PEDAGOGICAL ACTIVITY AND PUBLIC POLICIES IN COMMON EDUCATION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Abstract

This article proposes an exercise of reflection on teacher training and its actions, analyzing the relevance between what is said and what is done in basic education schools. In this sense, this reflection problematizes the knowledge necessary for educators throughout their professional practice under a critical and reflective perspective as a necessary demand for a new social arrangement that demands changes. Talking about teacher training is talking about something as old as it is current, as explored as it is unknown, as banal as it is fundamental – nouns that oppose each other and at the same time complement each other, pointing out a tortuous path. The debate on teacher professionalization is not new, and in recent decades it has intensified due to curricular restructuring initiatives in Normal Schools and pedagogy courses, with the experiences of new higher education training courses focused on inclusive education. This work will seek to present a historical synthesis of the evolution of the teaching profession, covering teaching in the colony, Normal teaching (the feminization and devaluation of Teaching), teaching education in the early years of elementary school I, as well as the current situation facing the new LDB, and other documents that support the continued training of teachers.