O PAPEL DO PROFESSOR NA EDUCAÇÃO INCLUSIVA

Inclusive education demands direct actions from different actors and social spheres that relate in an interdependent way, in a network perspective, so to talk about the role of the teacher in relation to inclusive education, becomes a great challenge, since Brazilian schools, it does not have this network, to necessarily meet its demands mainly when it comes to continuing teacher education as we have observed in our empirical experiences. In this context, this article aims to answer the following research question: how has inclusive education in school spaces been discussed in Brazil? For this, its general objective is to discuss the perspectives of inclusive education in Brazil in school environments. The research is characterized as a bibliographic research, carried out from January to March 2021 and the following steps are followed: preliminary bibliographic survey on the bases of Scielo and repositories of Brazilian public universities, then a literary review and soon after, a file seeking to discuss the topic in question. For this purpose, some articles and books of works by authors were selected, such as: Pires, Sanches and Torres (2011), Sassaki (1997), Mantoan (2003), among others, which enabled us to perceive the intricacies that inclusive education involves. From then on, it was possible to understand the process of social inclusion, special educational needs and integration, analyze the role of the teacher as a mediator and the people of transformation and also reflect on the main dilemmas that the school faces in this perspective and the evolution of the documents officials from Brazil who bring guarantees and discuss inclusion. The evidence reveals that although there are advances in inclusive education in Brazil, we still have school environments with infrastructure that do not meet the needs of people with disabilities, as well as, teachers still lack ongoing training to assist in their pedagogical practices.