Inclusive Education and Teacher Training in a Municipal Public Network

This study presents a survey in the municipal public school system, in a district of the metropolitan area of Porto Alegre. The aim was to understand the reconfiguration process of propositions linking special education and regular education of students with disabilities, considering aspects of teacher training. Under the view of those involved in the process, the research reports this transition moment with regard to aspects of teacher training. Therefore, a qualitative study was made based on data collected through semi-structured interviews and desk research. Both strategies helped to reflect on the public policies for special education, both nationally and locally. Ball's (2009) policy cycle approach made it possible to understand the nuances and nets established in the interpretive redefinition of national texts and the production of local policies with regard to teacher training. In this respect, the study showed that there was an axis change in the management of this process, in the training audience, and also the thematic approaches proposed, considering the needs imposed by the inclusion of students with disabilities in mainstream classes of regular schools.