This essay focus on the formation obtained in undergraduate Licentiateship courses and its implication in the professional preparation for teaching geared to school inclusion of students that present special educational needs. In this context, the contribution that Licentiateship courses can provide in terms of the spatial/time resignification of professional formation offered in undergraduate courses is the problematical dialogue between professional experience and intervention that happens during the process of construction of how to be a teacher. The orchestra metaphor calls attention to the intentionality in the projects of teaching formation of the Licentiateship courses that are tuned with the idea of an Inclusive Education as a necessary utopia to the schools.
inclusive education; professional teaching formation; Licentiate-ship
