The inclusive teacher training by the critical-collaborative action research

This paper analyzes the process of continuing education of teachers in inclusive perspective from the proposition of a collaborative work with five regular public schools in the state of Sergipe. To do so, follow the assumptions of critical-collaborative action research to accompany the inclusive educational practices take effect in school according to the adopted instituting public policies. The tension established in this discussion has allowed the crystallized speech around the inclusion, policies and teaching, speech managed movement, new functioning and meanings.