The present work directs to contribute to the discussion of the importance of
continuing education in the (re) construction of the critical professional identity of the
Portuguese Language teacher in the perspective of inclusive education, presenting
some reflections on the initial and continued formation of teachers, as well as the
effectiveness of inclusion laws in everyday school life. The discussion goes through
both the method of interventional research and a specific reflection about the
teacher's continuing education in the teaching-learning process of the student
included in the regular teaching classroom through the collaborative critical research
(THIOLLENT, 1994). teacher. The research instruments that may be able to achieve
the desired objective are: semi-structured interviews, the procedure of documentary
analysis and testimony. Portuguese language teachers will participate in the final
series of Elementary School. It is hoped that this research can help in the
implementation and development of inclusive education effectively in a regular
classroom, according to (MATOAN, 2003). We will also discuss the teachers'
learning as a simple process of continuity and to serve as a theoretical basis for the
study presented here, we seek the contribution of renowned authors such as:
(ZABALA, 1998), (PERRENOUD, 2000) and others. Therefore, the office of teaching
necessarily involves the constant task of learning.
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