The inclusion of the initial teacher training process in social groups and interpersonal relationships

Abstract

In this work, we deal with concepts that are apparently not very problematic: the concepts of groups and interpersonal relationships linked to the process of initial teacher training, so we find in consensual social and multicultural approaches in different authors in the fields of education, social sciences and psychology about the formation and consolidation of teaching within social groups as the goal of inclusive education. Thus, through the discussions carried out, it is evident that the process of initial teacher education takes place in the midst of interpersonal relationships, these constituted within different social groups such as the family, religious, institutional, political, among others. However, based on the actual reflection, it is concluded that the teacher training process aims to be formed both within relationships and groups as well as interpersonal relationships, reflecting on these relationships are a way of contributing to the construction of a inclusive education, as well as the organization of practices and processes that have already been consolidated, as such teaching activities are only consolidated in a positive way if there is a look at the “other”demarcated by inclusions of alterity, and welcoming differences in a process of listen to yourself.