摘要：This article seeks to question, even in the initial character, the current configuration on the continuing education of teachers in the field of special education. Tries to link specific training in the area with the policy of training teachers in the country. The highlights are the guidelines in this National Policy on Special Education in the Perspective of Inclusive Education (2008) and the proposition of the service specialized educational assistance (AEE) within schools and school systems. This situation has produced a demand for specific training in this area and has been characterized by service to be offered (continued) and in distance mode. It problematizes the effects of training and pointed out the need for research to gain knowledge of the implications that this proposal has led training in the configuration of the pedagogical practices that focus on the inclusive processes of pupils in common.
