CONTINUING EDUCATION OF TEACHERS INSERTED IN INCLUSIVE EDUCATIONAL CONTEXTS

Abstract

This study focused on: a) understanding how teachers deal with the proposal of school inclusion of students with special needs in the Physical Education context; b) analyzing the implementation process of a continuing education program together with these teachers. Twenty teachers from the municipal teaching network of a city in the State of Paraná took part in this research. Group interviews and observations of classes taught by the participants were carried out. Results show that: a) in spite of their initial education, the teachers work out intervention alternatives in favor of school inclusion; b) teachers must accept the condition of protagonists in continuing education programs.