Formação inicial de pedagogos e demais licenciaturas para uma educação inclusiva: desafios e possibilidades

Abstract

In this text we discuss the current challenges encountered in training teachers to work in diversity, considering the paradigm of inclusion and the target audience of Special Education. How does the initial training of teachers take place for this role from an inclusive perspective? The objective of this study is to discuss initial training to work in inclusive education from the perspective of graduates in pedagogy and other degrees at a Brazilian public university. This is an exploratory, descriptive research with a qualitative approach, carried out using online questionnaires, with participants being 165 undergraduates from Pedagogy and undergraduate courses, enrolled in curricular components in the area of Inclusive Special Education. We realized that according to the participants' view, the provision of curricular components meets the needs and contributes to professional practice, but is insufficient in terms of the practical aspect to accommodate the diversity found in the school environment. Participants demonstrated that part of the difficulty is due to the limitation of course hours eligible for components in the area of Special Education. Due to the demands expressed by undergraduates for the coordination of their courses, some degrees are making the Special Education component mandatory when reviewing their course plans.