نبذة مختصرة : This dissertation wore developed in the Graduate Program in Education of the Federal University of Uberlândia, research Line State, Policies and Management of Education. The object of the study was the Policies of Continuing Education of Teachers Educational Service Specialist (ESS), in Quirinópolis-Go from 2017 to 2019. It featured two courses, “Guidelines and Reflection of Pedagogical Practices in Inclusive Education (2017)” and "The new pedagogical practices in the Perspective of School Inclusion (2018)", with the objective of analyzing the implications/repercussions, in the perceptions/conceptions of teachers, graduates of this continuing education in relation to the ESS of public schools in the municipality. A research with a qualitative approach, basic nature, and exploratory objective and descriptive analytical procedures, with data analysis carried out in the light of Foucault's Discourse Analysis. As for the methodological procedures of data collection, semi-structured changes were used, with four teachers of ESS from different networks in the municipality, two from municipal schools (urban and rural), one from State School and one philanthropic and contracted, the Center of Education. Specialized Educational Service. For this, authors were used, who have and / or use different epistemological bases, but who agree with each other, and do not contradict Foucault, such as Lopes and Fabris (2017), Nóvoa (2000), Portugal and Chaigar (2015) Ball (2011), Silva (2010-2014), Veiga-Neto (2016), Machado (2009, Pagni (2019), the school’s political - pedagogical projects, Brail (1990-2019) and Foucault (1987, 2008, 2014). In all topics, we seek to go from the general context to the particular object, using the problem that served as the guiding thread of the research. Such issues conducted the research: according to the perceptions of the alumni, what were the implications/repercussions in their practice? Does courses participation modify pedagogical practice? If so, which aspects? According to your perceptions, as ...
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