Fortes, Vanessa Gosson Gadelha de Freitas2017-10-232017-10-232017-07-27FORTES, Vanessa Gosson Gadelha de Freitas. Formação continuada de professores do Ensino Médio Integrado do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), na perspectiva da inclusão escolar de aluno com deficiência visual. 2017. 327f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2017.https://repositorio.ufrn.br/jspui/handle/123456789/24143Over the past decades, substantial transformations have occurred regarding the education of the visually impaired motivated by the movement towards inclusion. In this context, we have verified an increase of the integration of visually impaired students to mainstream schooling, including mainstream or Integrated High School, within the sphere of Professional Education. Such inclusion of visually impaired students to mainstream education, more specifically in the Integrated High School, bring about challenges for educational institutions in many levels, especially concerning teacher training. Among the institutions that offer this level of instruction, there is the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Zona Norte campus, which, in 2014, admitted a visually impaired student, a fact that led the institution and the Electronic technical course to adjust in order to meet the needs of this student. Among the adjustments, the most prominent one is the continued teacher training in Integrated High School, considering that a large amount of teachers did not have knowledge about the needs that visual impairment entails. In light of this, we took interest in fostering an investigation whose general objective was to analyze the contributions of an intervention project focused on the continued training for Integrated High School teachers, IFRN educators, in the field of Special Education with an inclusive perspective, focused on the teaching of the visually impaired, with the view to promoting inclusion. Specifically, our objectives are: a) know the conceptions, knowledge and training needs of teachers regarding the teaching-learning process of students with visual impairment with a view to their educational inclusion; b) develop an intervention project aiming at attaining the formative needs raised by the teachers. In order to reach these objectives, we developed a qualitative research that encompassed literature review, documental and action research, whose data collection instruments were semi structured interviews, direct observation and field journal. The results obtained validated the importance of holding a refresher course focused on the inclusion of visually impaired students, where the knowledge of the educators towards these students were built and rebuilt. In this sense, we found that the training undertaken allowed some growth in regards to conception, as well as to pedagogical practice and resources used for these students in the classroom. This fact made us reflect on the role of a continued training in the context of inclusion that needs to surpass occasional courses and become routine at the educational institution, as something stablished and formalized in the academic calendar. Therefore, the school needs to be a systematic and formative space, encouraging its teachers to construct a professional identity as an educator-researcher.Acesso AbertoEducação inclusivaEnsino médio integradoFormação docenteDeficiência visualdoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO