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Este ensaio discute a relacao entre formacao, valorizacao do magisterio e o processo de inclusao em educacao. O Atendimento Educacional Especializado e as politicas subjacentes a sua implementacao sao abordados, considerando a fragilidade decorrente da formacao e a excessiva responsabilizacao docente. Com o intuito de apresentar proposicoes as barreiras identificadas, apoiamo-nos em documentos oficiais e em experiencias nacionais e internacionais, tais como o ensino colaborativo. Por fim, tecemos breves consideracoes no sentido de pensar uma politica de formacao que considere a escola e seu cotidiano como locus privilegiado para a construcao de culturas, politicas e praticas de inclusao, que busque romper com as barreiras de aprendizagem e participacao dos estudantes com e sem deficiencia. This essay discusses the relationship between training, valorization of the teaching profession and the process of inclusion in education. The Specialized Educational Assistance and the policies underlying its implementation are addressed, considering the fragility of training and excessive teacher accountability. In order to present propositions to the identified barriers, we rely on official documents and national and international experiences, such as collaborative teaching. Finally, we make brief considerations in the sense of thinking about a training policy that considers the school and its daily life as a privileged locus for the construction of cultures, policies and practices of inclusion, that seeks to break the barriers of learning and participation of students with and without disabilities.

aleph

PROCESSOS FORMATIVOS E POLÍTICAS EDUCACIONAIS NA PERSPECTIVA DA INCLUSÃO: ELEMENTOS PARA REFLEXÃO EDUCATIONAL PROCESSES AND POLICIES IN THE PERSPECTIVE OF INCLUSION: ELEMENTS FOR REFLECTION