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RESUMO: com os recentes avanços legislativos no sentido da massificação da inclusão de alunos com necessidades educacionais\udespeciais nas escolas regulares, emergem discussões sobre as mudanças requeridas na formação de docentes para o atendimento\udABSTRACT: As public policies advance in the direction of mass producing inclusion of special educational needs students in\udregular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The\udaim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this\udend, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country\udin Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore,\udin this country there are clear government guidelines regarding teacher preparation to work with students with special educational\udneeds. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific\udparameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion\udare still lacking.\uddesta nova demanda. O objetivo deste estudo foi discutir os modelos brasileiro e italiano de formação de professores para atuar na\udeducação especial. Para tanto, foi realizada uma pesquisa documental, analisando textos legais de ambos os países que versassem\udsobre o tema. A Itália foi o primeiro país na Europa a promover o fim das escolas especiais e a inclusão de todos os alunos com\uddeficiência nas escolas regulares. Ainda neste país, nota-se que as diretrizes governamentais são claras com relação à capacitação\udde professores para atuar com alunos com necessidades educacionais especiais. Por outro lado no Brasil, embora tenham ocorrido\udgrandes avanços no que se refere à legislação que sustenta a formação docente, ainda existe uma carência de parâmetros mais\udespecíficos sobre os conteúdos mínimos necessários para que os professores tenham maiores subsídios para promover a inclusão\udcom qualidade.\ud\udABSTRACT: As public policies advance in the direction of mass producing inclusion of special educational needs students in\udregular schools, discussions have emerged about changes that are required in teacher preparation to meet this new demand. The\udaim of this study was to discuss Brazilian and Italian models of teacher preparation for those working in special education. To this\udend, we conducted a documentary study, analyzing legal texts related to the topic from both countries. Italy was the first country\udin Europe to promote the end of special schools and the inclusion of all students with disabilities in regular schools. Furthermore,\udin this country there are clear government guidelines regarding teacher preparation to work with students with special educational\udneeds. On the other hand in Brazil, despite the great advances regarding public policies that support teacher preparation, specific\udparameters on the minimum content necessary for providing teachers with the subsidies they need to promote quality inclusion\udare still lacking

Formação de professores para a educação especial: uma discussão sobre os modelos brasileiro e italiano