TEACHERS’ TRAINING POLICY FOR INCLUSIVE EDUCATION: REFLECTIONS ON THE NATIONAL EDUCATION PLAN

Abstract

This article aims to analyze the approach of the National Education Plan (PNE), Law No. 13,005/2014, on the training of teachers to act with demands arising of the inclusive education; and reflect on what has actually been accomplished. The PNE gathers guidelines, goals and strategies that define the direction of Brazilian educational policy for a decade, constituting a guide for public policies in this area. In this reflection, the analysis of documents was used as a methodology, taking as main reference the text of the referred law. Content analysis was used for the discussion of the legal text. The results show that, although half of the goals of the PNE include strategies that refer to the training of teachers, only in two of them there is a specific approach on performance in the inclusive school. They also point out that initial fomation has been more quoted, demonstrating that Brazil lacks policies of continuing formation for teacher to build inclusive educational systems, with school as the most important locus of that formation.