FORMAÇÃO DOS PROFESSORES FACE À EDUCAÇÃO INCLUSIVA NO ENSINO PRIMÁRIO

Résumé fourni par la source

ABSTRACT This scientific article focuses on Teacher Training in the Context of Inclusive Education in Primary Education. The main objective of this work is to analyze how teacher training contributes to the implementation of inclusive education in primary schools. To achieve this goal, the following guiding question was formulated: How does the training of primary school teachers contribute to strengthening inclusive education in schools? A bibliographic study was conducted, based on the review of various works, scientific articles, and books by different authors who addressed the topic, using a qualitative approach within the framework of the interpretive paradigm. The results show that the training of primary school teachers is essential for promoting inclusive education, highlighting the need for continuous professional development, appropriate teaching materials, and cooperation among education professionals. It is concluded that the realization of inclusive education in primary schools requires ongoing, ethical, and context-based teacher training, supported by effective public policies and appropriate working conditions. The collaboration between teachers, schools, and education managers is crucial to ensure a fair, inclusive, and quality education for all students from the early years. Keywords: Inclusive Education, Teacher Training, and Primary Education.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.