INCLUSIVE EDUCATION, KNOWLEDGE AND TEACHER'S ACTION IN BASIC EDUCATION OF PALMAS - TO

This present work aims to analyze the directions of special education policy for teacher training, as well as, the knowledge built in training and the effects on basic education in the city of Palmas-TO. It is a qualitative investigation with a case study design, having as sources legal documents prepared by the federal government; academic production with data collected on the Scientific Electronic Library Online (Scielo) platform, questionnaires, applied with AEE teachers and interviews with regular education teachers. Through content analysis and categorical thematic technique,we identified the following thematic units: continuing education, initial training, demands and challenges of training in basic education. The results point to the need for continuing education in special education for regular education and AEE teachers; organization of times and spaces for the articulation of work according to Resolution no. 2 of 2009, offering AEE in the same school as the enrollment in regular education.