One of the most fundamental questions when we deal with special education,
conceiveing it as a way to fight against the exclusion process that has marked the
entire history of people with disabilities, in a school context, concerns the role of
teacher formation. Whether in the formation of graduate students or in the training of
teachers in the field of action, this training, in addition to mastering techniques,
didactics and pedagogical resources, must seek, mainly, a change of mentality in
relation to disability, which, in turn, implies the deconstruction of concepts, visions, and
school cultural practices that limit inclusive action. So, actions that have the emphsis
in the teachers formation from the perspective os special education in an inclusive
vision assume a responsability in this scenario, once offering a course of this nature is
expected to enable those who mainly do so to rethink themselves as teachers,
reflecting this reflexive action in pedagogical and school practices from then on in favor
of social inclusion. In this way when we are treating with the formation of teachers in
the perspective of inclusive education, we took the course called ARUMÃ/IFAM on the
Manaus-Center campus, Instituto Federal do Amazonas, in an improvement format,
that promoted in its editions, the direct formation of teachers and others education
professionals as well as in capital and the countryside of the Amazonas state and Pará,
reaching municipalities such as Iranduba, Presidente Figueiredo and Oriximiná. This
work focused on offering the Arumã course in the period between 2010 and 2015,
trying to answer the central question: What perspectives on special education were
worked on with teachers who experienced a formation process offered by the
Arumã/IFAM course? By the exposed, this research , a study case, in a qualitative
approach, intended to investigate the scope of this formation, presenting an overview
of the training offered by the Arumã course to teachers of basic education in special
education, considering its formative proposal, in the documents referring to the editions
of the course in the period in question. As a result, we may affirm that the actions of
the Arumã helped to fill the gap in the inclusive process, that is, the formation of
professionals for pedagogical work with special education stakeholders, so this
research brings as a proposal for an educational product a curricular component to be
included in teacher formation, entitled “Topics of Inclusive Literature and Deaf
Literature”.
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