THE FORMATION OF EDUCATORS AND INCLUSIVE PEDAGOGICAL PRAXIS IN SCHOOL AND NON-SCHOOL SPACES

This article aims to analyze the formation of the pedagogue in the perspective of inclusive pedagogical praxis from the understanding of the determinations arising from the context of productive restructuring of the capital. It is about the results of an exploratory and documental research that examined in the light of the historical-dialectical materialism the changes occurred in the formation of the pedagogue, from the historical and political assumptions that drive the expansion of the concept of inclusive education. The analyses permeate the critical and documental examination from a refined understanding about the formation of the pedagogue, through the prerogatives of the 21st century society and the concept of education in the inclusive perspective, in school and non-school spaces.