Teaching knowledge and teacher training in the perspective of inclusive education

Abstract

The purpose of this article is to analyze the articalations in official documents of the Ministry of Education related to special education in theacher training courses, seeking to assist in the construction of the knowledge of these professionals on the topic of inclusion. The analysis section of this article refers to Resolution No. 2 of July 1, 2015, which defines the National Curricular Guidelines for Initial Formation at the Higher Level, with its proposals for special education. As a preliminary result it was possible to observe evolution in the public policies aimed at the initial formation of teachers regarding inclusion, however it is perceived in the universities difficulties in the adequacy of their curricula in a way that proposes to deepen the subject during the undergraduate courses