A FORMAÇÃO INICIAL DO PROFESSOR PARA ATUAR NA EDUCAÇÃO INCLUSIVA NO ENSINO COMUM: CARACTERIZAÇÃO POLÍTICO-PEDAGÓGICA DOS CURSOS DE PEDAGOGIA DA UNIVERSIDADE FEDERAL DE MATO GROSSO DO SUL

• Autor(a) principal: Iracema de Souza Reis
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/4091
• topic: Educação Inclusiva. Políticas Educacionais. Formação de Professores.

This dissertation aims to analyze the initial training of teachers to work in special education from the perspective of inclusive education in the Pedagogical Projects of Pedagogy Courses at the Federal University of Mato Grosso do Sul-UFMS. The study was developed in the stricto sensu Postgraduate Program in Education, Master's Course, at the Três Lagoas/MS Campus, starting in the first semester of 2019 and concluded in October 2021, in accordance with the Study Group and Research in Teacher Training (GForP) and, in direct articulation with the Graduate Program in Education (PPGEdu-CPTL): Public Policies and Teacher Training. The focus of the research was the 07 (seven) Campuses of this institution that offer the Pedagogy Courses: Campus of CPTL/Três Lagoas/MS CPAQ/Aquidauana –MS, CPAN/ Campo do Pantanal, CPPP/Campus of Ponta Porã, CPNV /Campus de Naviraí – MS, FAED I and FAED II/ Campus of the Faculty of Education of the University City of Campo Grande – MS. Faced with the questions: What place does special education occupy in teacher education in the Pedagogical Projects of the Federal University of Mato Grosso do Sul Pedagogy Courses? Which curriculum components of this institution that elucidate teacher training to work in special education from the perspective of inclusive education? How are the curricular structures of the Pedagogy Courses articulated to prepare teachers to work with students who are the target audience of special education in the perspective of inclusive education? Having as specific objectives to analyze the place that special education occupies in the initial training of pedagogues, highlight the categorization of concepts around special and inclusive education in the Pedagogical Projects of this institution and elucidate the scenario of teacher training policies for inclusive Special Education that emerges from legal and political-pedagogical norms. Methodologically, the research is of a documentary nature with a qualitative approach, so that it seeks to build a mapping of the legal norms aimed at Special Education and the political-pedagogical proposals of the Pedagogy Courses of the Campi of the Federal University of Mato Grosso do Sul, and also , the research has the help of the BARDIN content technique (2016), thus implying the analysis of PPCs - Pedagogical Projects of Pedagogy Courses offered by the Federal University of Mato Grosso do Sul UFMS. It was concluded that Inclusive Education is not always present in the initial teacher training, and that most undergraduate courses do not have subjects that include inclusion in view of the articulation of theory with practice in front of the various services of special education. Thus, with this research, it is proposed a reformulation of the higher education curriculum structure that really prepares the students entering the pedagogy courses to act as the target audience of special education that, in response to the problem, can include disciplines that really address all the needs of SEN students so that teachers leave higher education prepared to work in special education safely.