A formação continuada e a identidade profissional do professor de Língua Portuguesa: um estudo no 9º ano de uma escola estadual de Gurupi (TO)

Abstract

The present work directs to contribute to the discussion of the importance of continuing education in the (re) construction of the critical professional identity of the Portuguese Language teacher in the perspective of inclusive education, presenting some reflections on the initial and continued formation of teachers, as well as the effectiveness of inclusion laws in everyday school life. The discussion goes through both the method of interventional research and a specific reflection about the teacher's continuing education in the teaching-learning process of the student included in the regular teaching classroom through the collaborative critical research (THIOLLENT, 1994). teacher. The research instruments that may be able to achieve the desired objective are: semi-structured interviews, the procedure of documentary analysis and testimony. Portuguese language teachers will participate in the final series of Elementary School. It is hoped that this research can help in the implementation and development of inclusive education effectively in a regular classroom, according to (MATOAN, 2003). We will also discuss the teachers' learning as a simple process of continuity and to serve as a theoretical basis for the study presented here, we seek the contribution of renowned authors such as: (ZABALA, 1998), (PERRENOUD, 2000) and others. Therefore, the office of teaching necessarily involves the constant task of learning.