COMMUNICATIVE ANALYSIS VIA DISCURSIVE SPACES IN LUSOPHONE CONTEXTS

Abstract

This article aims to reflect on the contributions of action research to teacher training and inclusive education. It takes a comparative study from a critical perspective as a theoretical-methodological perspective. The discursive and formative spaces constitute an epistemological tool, produced within the scope of the collaboration networks established between the university and the municipalities, State and Higher Education Institutions in Portuguese-speaking countries (Portugal, Mozambique and Brazil). In this process, we initially took the arguments of the participants in the moments of constitution of the understanding of reality, analysis of documents, policies and socio-educational and economic contexts, in the planning and implementation of the Discursive and formative Spaces. Managers (municipal and State), students and teachers (undergraduate and postgraduate) participated, with the themes of training, public policies, inclusion and action research being addressed. It is urgent to deepen the processes of teacher training and establish the culture of sustainability of life, that is, to promote a reinterpretation of the world where life in all its relations and in the processes of initial and continuing education.