INCLUDING EDUCATION AND TEACHER TRAINING IN THE LATIN AMERICAN CONTEXT (Atena Editora)

Abstract

The initial training of teachers who attend in an inclusive educational context needs to consider the many deficiencies of disabled students so that everyone is included in the regular education system. Thus, this work aims to survey productions that were focused on the formation of teachers inclusive education in the period 2013 to 2020, In two circulation journals in Latin America, as a way to verify which formative demands are being claimed on the continent. The methodology used was the qualitative approach that uses assumptions of bibliographic and exploratory research. The main results found were: need for investments in the initial and the continuing training of teachers to work in inclusive contexts; more studies addressing the diversity of disabled students included, the countries of the continent need to publish their formative demands since only thirty percent of Latin American countries publish studies aimed at inclusive education and teacher training.