School inclusion and continuous formation of teachers: relations and counterpoints

Abstract

Starting from the results of the doctoral research carried out by this author on understandings about school inclusion of students with special educational needs and continuous formation of teachers, this article presents some discussions and relations between these two sets of processes involved in the provision of education which seeks to have all students as a reference. The perspective of analysis values the aspect related to innovation: in the creative action of professionals under formative processes; in the plurality of themes that constitutes the complexity of the phenomena related to pedagogical practice change and public policies for inclusive education. It identifies specific characteristics to be considered in the provision of continuing education that aims to become a space for systematization of own thoughts and activation of creating opportunities to enlarge their own work.