The problematic present on inclusive education reports the educational history in the brasilian context in
its political and social dimensions, corresponding to the teachers's formation and actuation, focusoned on
basic education. On this perspective, the tendency is to believe that the problematic contained on
teachers's formation courses worsens with each decade, since the legal requirements modifies the
educational and social context. Based on theses understandings, the focus of this investigation is to do a
study of a teachers's formations in inclusive perspectives into legislation brasilians oficial documents of
corresponding years 2002 to 2011. It is notewhorthy that the answer of the delimitation of period is about
the continuation of studyies previously realiazed and finalized on 2011 by the author. Specific objectives
are: analyse the changes occured on the formation of Inclusive Education's teachers, throgh the
delimitations of public politics on brasilian context, on a period of time of almost ten years. The specified
objectives are: to map the official brasilian legislation relative to the formation of Inclusive Education's
teachers trying to configure on the period of 2002 to 2011 of trajectories of changes; to analyze the
curriculum of school course from UECE, in a way to observe changes occoured on the period of 2002 to
2011 focused on formation of the teachers from incluison; and to elaborate schemes for analyzes that
makes the development of critical reflexions and makes possible new ways to the reseaches of formation
and the inclusive pratic of teachers from school of Ceará. A research of kind documental and with
qualitattives approach was used as metodologic course, employing interpretative paradiigm,which
focused on understanding and interpreting the main reality investigated. The research used the method of
document analysis and selected the first legislation and official documents regarding general education
and inclusive Brazilian emerged from the 1990s to 2010. In mapping is a total of seven official
documents, in the national context, which were assessed as LDB Nº 9394/1996, National Curriculum
Guidelines Special Education in Basic Education (2001), National Education Plan (2001), Parameters
National Curriculum (2001), the Curriculum of Adaptationd: strategies for the education of pupils with
special educational needs (2002), the Program Inclusive Education: the right to diversity (2004), the
National Policy on Special Education from the perspective of Inclusive Education (2008) , Resolution No.
04/2009, and Técnica-SEESP/GAB/N Note 11/2010. The field research was conducted in the School of
Education at UECE, analyzing the curriculum in the area of special education course of that study, in
order to visualize the changes in the hazard from 2008 to 2011. The review process was carried out with
the aid of the software QRS NVivo 9, using the intersection of sources organized into categories,
subcategories and documents mapped. As results we conclude that policies concreted in laws and official
documents contributed to the training of teachers for inclusion, but despite advances in legislation, still
remains a gap between government actions and the implementation of official deliberations that occurred
by factors such as: ignorance of legal determinations from educators about the history of Brazilian
education, ignorance of the whole course of the import of European and North American special
education contributing to effective inclusive education in the national, state and municipal levels, the little
credibility in the face of potential social and educational development of productive capacities of persons
with disabilities, and poor training in undergraduate courses directed towards inclusive education brasilira.
Regarding the state of Ceará, has been executing policies and governmental projects in inclusive
schools, such as holding training courses for initial and continuing and courses as well as in the
municipalities of Ceará, following guidelines Technical Note Nº 11/2010 (BRAZIL/MEC/SEESP, 2010),
which guides the deployment of opracionalização and Recusos Multifunction rooms for specialized
educational services-ESA. Regarding matrix Pedagogy Course UECE, concludes that significant changes
in the structure of the disciplines in the curriculum arranged in quantitative terms the hourly load of 60 to
204 hours/class and quality, related to the content introduced ranging from cultural diversity to teaching
POUNDS. In general, we can relate gains as the promotion of teacher training for inclusive education.
The changes are real. It is necessary to also ensure a solid education teacher to work in inclusive spaces.
Topic for further research.
Keywords: Inclusive Education.Teacher training. Public policies.
