Uma escuta para pensar a formação de professores em contextos inclusivos

• Autor(a) principal: Balbino, Elizete Santos
• Data de Publicação: 2021
• Outros Autores: Santos, Jéssica Alves Inácio dos, Barbosa, Camila de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Diversitas Journal
• Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/1672

ABSTRACT: This article provides a discussion that emerges in the course of university teaching in the face of the challenges and expectations that teaching practice imposes on future teachers. Along this path, one of the aspects that draws the attention of teachers / researchers in the area of school inclusion is the difficulty commonly faced in the effectiveness of inclusion and schooling of students with disabilities, and also, how students build, during their initial teacher training, a theoretical and practical knowledge favorable to working with these students in basic schools. Thus, this research originating from a PIBIC project already concluded, from the State University of Alagoas (UNEAL), aims to: problematize the initial teachers’s practice i n inclusive contexts, considering the school inclusion of students with disabilities in basic education schools. In the methodology, we used a qualitative research and the data collection was carried out through two conversation circles with 21 students at UNEAL from undergraduate courses. The field notebook and the writing of a letter were used to record conversations and experiences with graduates. The results point to the importance of moments in which all undergraduate courses could, together, address the existing gaps in the courses, because according to students the lack of pedagogical disciplines with an inclusive bias in undergraduate courses directly influences the professional they will become. The results also show how relevant the exchange of experiences / information that these moments provide is relevant and add to the development of future teachers. Thus, we conclude that the training of teachers focused on aspects related to inclusion effectively responds to the chal lenges of an education that aims to welcome and educate each student who attends schools, which presupposes, therefore, a careful look for the initial teacher training, calling higher education institutions in order to review the training offered in their courses.KEYWORDS: Student, Disability, Inclusion.