出版社：Grupo de Pesquisa Metodologias em Ensino e Aprendizagem em Ciências
摘要：The movement in favor of work that meets the needs of students with special educational assistance has been intensifying in the last decade, based on the premise that independence can contribute to the socialization of students who need to have the chance to develop. socially and intellectually. In this sense, the present study aims to present aspects related to the continuing education of teachers regarding the inclusion of students with Special Educational Needs-SEN. In this perspective, in order to have a systematic review of the literature, we chose to carry out a bibliographic, systematic study. In this way, we seek a literature review that permeates the entire data analysis process of our study. The results obtained show that continuing education has been pointed out as a vector of professionalization capable not only of incorporating concrete devices of creativity, responsibility, trust and constructive evaluation, but also of placing the teacher and his work at the center of attention in the face of challenges that permeate Inclusive Education. Furthermore, the continuing education in the inclusion of students with SEN, search for knowledge and improvement that allows the teacher to order teaching methodologies, which are presented as subsidies for a humanized action.
