INCLUSIVE EDUCATION: (RE)THINKING TEACHER TRAINING AS A POLICY OF COGNITION

Abstract

The purpose of this article is to analyze the processes of teacher training in the field of special and inclusive education, based on the mapping of the local reality, with the purpose of (re)thinking formative practices from the perspective of inventive training (Dias, 2012). The study intends to analyze teacher training under the lens of the National Policy on Special Education (PNEE/2008), investigating the challenges and potentialities of school inclusion. As a methodology, it uses the cartographic research forged by Deleuze; Guattari (1995) tracing a mapping of local data and the reality of school inclusion. We delve into the analysis of teacher training, defending the need for a critical and transformative approach, which promotes the development of "techniques of the self" Foucault (2006) and the production of disruptive subjectivities (Deleuze; Guattari, 1995). As a result, it points to the importance of an inventive training, which challenges the established truths, which (re)thinks, with teachers, practices that enhance inclusive education in its various contexts.