Training for Inclusion: A National Program for Educator Training

Abstract

In this article, the experience of building and implementing a training program will be reported, based on the results of its evaluation process, in particular the surveys filled in by the trainees. This experience resulted from a set of options, centered on the principle of co-construction of a training process that included assessing its pertinence within the framework of promoting the quality and efficiency of the education and training system, namely with regard to problematizing and making available instruments for the realization of a fully organized school, in all its dimensions, from an inclusive perspective. Two fundamental axes will be addressed: i. production of support resources for inclusive education, conceived from the perspective of training teachers, from a non-prescriptive perspective, but in the sense of reflection, conscious decision-making, and the adoption of educational practices with effective support in the available knowledge; ii. reinforcement of investment in the training of teachers - including, naturally, those who currently perform administrative functions - in terms of equity, according to criteria of inclusion and school justice, in order to contribute to the recognition of the political, ethical and deontological dimensions of professional practice of public functions, to support the action of schools, namely, to promote more inclusive learning environments and practices.