HISTORY OF TEACHER TRAINING FOR EDUCATION OF DEAF STUDENT Samanta Cassuriaga Carvalho Noronha, Irene da Silva Coelho

Abstract

Teacher training policies do not provide for all these aspects of teachers' daily life, which are strongly linked to the quality of teaching. There are no policies that concern training of trainers. There is no continuing training project in service, nor exchange with peers in service, nor collective planning. Inadequate working conditions lead to loss of productivity, teacher dissatisfaction and, consequently, little interest in continuing training at their own expense. In order for inclusion to be effective in schools, it is necessary to go through a process of teacher training that provides a critical view of reality, provides autonomy of thought, decision-making capacity and skills for an effective exercise of teaching, thus providing conditions to contribute for the construction of a less exclusive society. For all this it is necessary to review the history of teacher education for inclusive education and students to understand how this process occurred.