Inclusive classroom in higher education in bachelor`s degrees: which environment is that?

• Autor(a) principal: Damázio, Mirlene Ferreira Macedo
• Data de Publicação: 2018
• Outros Autores: Matos, Elizabeth Rocha, Alencar, Edvonete Souza de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11648
• topic: Classroom; Inclusion; Bachelor’s degrees; Sala de aula; Inclusão; Licenciaturas

For the the past decades, teacher training proposals, based on the principles derived from the inclusion paradigms, in Bachelor’s degrees courses, have been questioned in their results. It’s mainly due to the difficulties related to political-philosophical, pedagogical and classroom management decisions. In order to better understand this dynamics, a collaborative research-action project was developed, which is called "Teaching Methodology in the Context of Bachelor’s degrees courses under an Inclusive Perspective". The project is developed in undergraduate courses of the UFGD. Therefore, this article proposes to discuss the classroom environment, both face-to-face and online, under the bias of inclusive education, in order to subsidize reflections that collaborate with the teaching practice in undergraduate courses. The closing remarks point out that the society uses inequality methods to deal with the differences and the different ones that fit into norms of normality. The rupture with this logic goes through the reorganization of exclusion processes in education systems, taking into account their curricula and their classrooms under the perspective of differences, in a multicultural dimension.