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InterCambios. Dilemas y transiciones de la Educación Superior

versión impresa ISSN 2301-0118versión On-line ISSN 2301-0126


GADELHA DOS SANTOS DARUB, Ana Keully.; CHAVES SOARES, Gardênia Lídia  y  KOHLS DOS SANTOS, Pricila. Initial teacher training and discussions about inclusion. Analysis of the curriculum of the pedagogy course of a public university in the north of Brazil. InterCambios [online]. 2020, vol.7, n.1, pp.43-53.  Epub 01-Jun-2020. ISSN 2301-0118.

The right to school inclusion of people with disabilities, global developmental disorders and high skills/giftedness is an achievement that triggered the need for teacher training to turn to the discussion of this theme. In this process of training future teachers, are the structures of the curricular matrices composed of mandatory and specific subjects related to inclusive education? Is the workload sufficient and well distributed during the course? Do they communicate with special education? Are there points that are compatible and/or divergent with the curriculum in relation to laws related to inclusive education? These and other questions are part of a discussion that has been the theme and concern of teachers and researchers in the area of ​​education and that guided the discussions of this study. The general objective of the research was to identify, in the curriculum of the initial training, which are the subjects offered and if it meets the needs of the students so that they are able to develop, through their pedagogical practices, classes that address the specific educational needs of students target audience of special education. The methodology used to carry out this study is characterized as documentary research, of a more qualitative nature, not ignoring the quantitative aspects that contributed to the formulation of data for analysis. The results point to an insufficiency of disciplines with the objective of preparing for inclusive educational practices, contributing to an embryonic teacher education which makes it difficult to include students with specific educational needs. In addition, it was noted that it is not enough to include a few generalist disciplines on the subject of inclusion in the curricula of teacher training courses. These subjects need to be planned, based on the school reality that the future teacher will be part of in the exercise of their profession.

Palabras clave : educational inclusion; initial teacher training; curriculum; pedagogy.

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