CONTINUING TEACHER TRAINING FOR INCLUSIVE EDUCATION: AN EXPERIENCE WITH TEACHING CASES

The goal of the article is to reflect, from the narratives of collaborating teachers, on the potential of teaching cases for learning and the professional development in the context of inclusive education. Methodologically, the constructive-collaborative research framework was chosen, with teaching cases as the main strategy for data production. A training-investigation was carried out with eight teachers from a municipal public school in Natal/RN. The narratives written by them, which by their characteristics are configured as teaching cases, and the teachers' speeches, demonstrate that the teaching cases contributed to expand their knowledge about the inclusion of students with disabilities, generating questions about the pedagogical practice, with the intention of resizing it. It is understood that teaching cases potentiated teacher's learning and reflection, suggesting its suitability as a teacher formation strategy with a view to inclusive teaching.