نبذة مختصرة : O desafio colocado para a atua??o do professor no atendimento educacional especializado (AEE) nos levou a investigar o que pensam professores de AEE acerca da forma??o docente, particularmente, a forma??o para atuar no AEE. Trata-se de um estudo de caso desenvolvido com professores de salas multifuncionais (AEE) de escolas p?blicas do munic?pio de Ouro Preto. O Estudo evidencia que embora existam politicas nacionais para a inclus?o em educa??o, nem sempre os munic?pios desenvolvem essas pol?ticas a contento. Revela que o investimento p?blico na forma??o do professor tem sido m?nimo obrigando o sujeito professor a buscar a sua forma??o de forma individual e solit?ria. Podemos dizer que, com muito esfor?o, esse professor se faz profissional, nesse campo, tecendo remendos na sua forma??o. ; The teacher's performance in specialized educational assistance has been a great challenge. This challenge led us to investigate what teachers think about the teacher's training to act in this assistance. Starting from the great challenge that has been the teacher's performance in the specialized educational assistance, the present study sought to investigate what teachers think about the teacher training to act in this assistance. A case study was developed with teachers who work in specialized classrooms in public schools in the city of Ouro Preto. The study shows that although there are national policies for inclusion in education, municipalities do not always develop these policies satisfactorily. It reveals that public investment in teacher training has been minimal and this forces the teacher to seek their training individually and solitary. It is possible to say that, with much effort, this teacher becomes professional, with a fragmented professional development.
Relation: FRANCO, M. A. M.; RIBEIRO, C. D.; ALMEIDA, F. N. Atendimento educacional especializado: o que pensam professores sobre sua atua??o e forma??o. Teias, Rio de Janeiro, v. 20, n. 57, p. 315-331, jun. 2019. Dispon?vel em: . Acesso em: 03 jul. 2020.; http://www.repositorio.ufop.br/handle/123456789/12718; https://doi.org/10.12957/teias.2019.38697
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