II Simpósio- artigos agrupados Editado ate pagina 1035

of children considered a target audience for Special Education. In context, an
exploratory research was carried out, descriptive in two institutions of Child Education,
being an institution belonging to the public network and one to the particular network of
São Luís/MA. The participants were eleven pedagogues. The instruments of data
collection were semi-structured interviews, applied by means of a road map containing
issues related to initial training in the context of special / inclusive education. The
results indicate that during the initial formation of pedagogues, content and workload
for Special Education subjects were insufficient in relation to the care of children with
disabilities and / or with specific needs, as well as compulsory training did not include
institutions who had children considered Special Education target audience. The
knowledge of these professionals regarding the operationalization of rights of these
children are few, and most of them do not feel prepared to work with the target audience
for special education. It is emphasized that the initial training of teachers to account for
of the teaching-learning process of children considered Special Education target
audience although it has undergone many reformulations since its institution, should be
reviewed and adapted to the real needs of this public, both in terms of the hours of
special education and / or related disciplines, as in compulsory internships in institutions
that have children with disabilities and / or with specific educational needs.
Keywords: Teacher training. Special Education. Specific educational needs. Inclusion.
INTRODUÇÃO
De acordo com a Política Nacional de Educação Especial na Perspectiva da
Educação inclusiva (BRASIL, 2008) as instituições de ensino devem promover o
atendimento educacional especializado aos discentes com deficiência e/ou com
necessidades educacionais específicas, bem como o corpo docente deve estar capacitado
para o processo ensino-aprendizagem dos referidos alunos.
Ser docente no contexto da inclusão requer uma formação inicial e
continuada voltada para o processo ensino-aprendizagem de discentes com deficiência
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