Sou (quero ser) pedagoga! Mas o que sei sobre “aquelas” crianças incluídas?

Abstract

The present work has as central theme the initial formation of the future pedagogues of the Course of Degree in Pedagogy of the UFFS, and, the inclusion of children with disabilities in regular education. Questions and fears are the complaints of undergraduate students, because they consider their training insufficient to act in the classroom with students with some type of disability. The thematic school inclusion of students with disabilities in the regular school system has been the focus of many studies and falls on the professional formation of future teachers. Based on a documentary research, supported by theoretical studies in the area of teacher training and the inclusion of schoolchildren with disabilities,this monographic work proposes to throw a reflective look on the own formation in the course of Pedagogy of the UFFS/Campus Chapecó-SC with the objective of analyzing the theoretical-methodological and practical repertoire of this course, seeking to identify if the necessary knowledge to the teaching performance in the classroom of inclusive educational contexts, are reached through the offered curricular matrix. To that end, the research studies focused on the Pedagogical Project of the Course (PPC), taking it as empirical material analyzing each Curricular Component (CCR) and its respective menu, identifying the central knowledge developed and relating them to the characteristics of the teaching knowledge listed by scholars in the area of teacher education as Maurice Tardif (2011) and pedagogical proposals in/for inclusive education, based on the studies of Claudio Roberto Baptista (2015). Our investigative studies lead us to believe that the pedagogy course does provide many theoretical knowledge that supports the academic yearnings and the Curricular Components contents, even though they do not directly work in the inclusion, provide enough support to understand the processes of inclusion and mechanisms of exclusion throughout the history of education, through the formation of an inclusive consciousness. The focus of the research as well as the objectives have had meaningful and fruitful answers to a problem that makes us reflect more and more.