Um olhar para a formação docente frente a educação inclusiva

Abstract

The study is based on a research focused on the analysis and understanding of teacher education vis-à-vis children with disabilities. Thus, it was outlined as an investigative problem, to understand what is the conception of Inclusive Education that emerges in the training of academics who study undergraduate degrees (at UFFS) and in the guiding documents of Basic Education. The methodology for this study is based on a qualitative, bibliographic approach, characterized as a documentary analysis. The bibliographic study was based on the available research on Inclusive Education, inclusion and teacher training in this perspective, with the following authors as reference: Maria Teresa Mantoan (2003; 2017); Peter Mittler (2003); Moacir Carneiro (2015); and António Nóvoa (1995; 2007). Based on the theoretical approach, we analyzed the guiding documents of national, state (RS) and municipal (Erechim/RS) domains. Subsequently, we investigated the PPCs of the degrees offered at the Federal University of Fronteira Sul, Campus Erechim and their respective directions for Inclusive Education in the continuing education of teachers. Then, through the analyzes, it is perceived that the guiding documents have the vision of inclusion, the right of all people, and present strategies for Inclusive Education to be welcoming, respectful and equal to children with disabilities. In relation to the analysis of the PPCs of the undergraduate degrees of the Uffs/ Erechim, it is visualized that most follow the matrices that are mandatory according to the legislation, thus, Inclusive Education for all and for students with disabilities, is gaining space in the training of teachers. With the study, it is argued that the debate is indispensable for the initial training of teachers, but it is noted that there is still a course without ensuring such training. Thus, from the data it becomes possible to verify that Inclusive Education needs to be understood as part of the initial training of all degrees, so that in practice, the teacher has knowledge about the teaching process and learning meaningful to all, respecting the individualities of each child.