Formação inicial de professores: análise do currículo de Pedagogia referente à inclusão de estudantes com deficiência

Abstract

Special Education (SE) is a type of education that should be embraced by all levels of education, with emphasis on universities within degree courses, as teacher trainers and therefore, theoretically, the place where SE is mainstreamed. In this way, this dissertation investigated the initial training of future teachers from the perspective of Inclusive Education at public universities in the state of Rio de Janeiro. The research is qualitative and also a field and documentary study, which was divided into three stages, corresponding to the three data collection instruments used: documentary analysis, interview and questionnaire. The first stage involved mapping the public universities in the state of Rio de Janeiro, collecting syllabuses and teaching plans for later exploration. Document analysis was carried out in two stages: in the first, we looked for all the subjects whose name alluded to EE and in the second, we looked for any other subjects that were not related to EE, and selected some descriptors. The second stage was semi-structured interviews with the coordinators of the Pedagogy courses, where a script was drawn up to guide the conversation, which were duly recorded with the participants authorization. The third and final stage of the research was through the construction of a questionnaire for the graduates of the Pedagogy course. The analysis of the data was guided by content analysis, according to Bardin (2009), this technique is applied to discourse studies. The results show that the courses comply with the law by offering at least one subject on EE, but not all of them offer the subject of Libras in accordance with the decree. It was also possible to notice that very few other subjects deal with EE, so it has not been an interdisciplinary approach. We found that there is a lack of investment by universities in relation to the training of higher education teachers, and we did not identify an internal policy that promotes the development of teaching in relation to EE. We were also able to observe that the Pedagogy undergraduates do not have a uniform position regarding the initial training given to them in relation to EE, some are satisfied, while others are not. In this way, it is important to understand that the topic of EE should not belong to just a few disciplines, but should permeate a larger number, since the role of including people with disabilities (PwD) belongs to all those involved. It is clear that for this to happen, institutional transformation is necessary, such as changes to the Pedagogical Political Project in relation to the inclusion of PwD and investment in teacher training, contributing to a more grounded teaching-learning process.