TEACHER FORMATION AND REFLECTIVE PRACTICE FROM AN INCLUSIVE PERSPECTIVE FOR PEACEFUL COEXISTENCE IN HIGHER EDUCATION

Abstract

This research, aims to understand the lived and redefined experiences of teaching formation, from an inclusive perspective as a reflective practice for peaceful coexistence in Higher Education. Qualitative approach anchored in (auto)biographical research as a research method based on the narratives of five teachers from certain careers, highlighting the Inclusion Policy of a university in Rio Grande do Norte. The results allowed us to highlight the barriers that our initial formation imposes on us, but they alerted us to overcome them through a review of ourselves and others through teaching in the face of sociability and inclusion practices, which prescribes the principles of respect for human diversity, considering the relevance of learning for peaceful coexistence in institutional spaces beyond the representations of Higher Education teachers at the university. We infer teaching work as possibilities for the formation process for the inclusion of students with disabilities.