Abstract
Guided by a critical perspective of the inclusion policy, this text presents the results excerpted from a thesis which aimed at revealing the underlying concepts of the Educating in Diversity Project: a teacher training material and the reports of a Strategic Municipality (2004); and analyzing the materialization of this project in some public institutions in the coverage area of the Municipality. Data showed that, while the documents announced the development of continuous educational practices in the municipal network and school centers, guided by a teacher-researcher perspective, the reality denounced sporadic training activities which did not meet the needs of all school teachers, revealing a policy implicated with the neoliberal model of society and reinforced by current globalization initiatives.
Keywords
Special Education; Teacher education; Official documents