Formação inicial de professores na perspectiva da educação inclusiva: uma análise dos planos das disciplinas do eixo docente do Curso de Letras Inglês da UFCG.

Abstract

Teacher education and inclusive education are themes that are always under discussion in the school and academic scope, since both have a degree of importance for the improvement of society, even if, for these subjects, the merited value is not yet attributed. From this perspective, the present work had as objective to analyze how the given disciplines of teacher education present in the Pedagogical Project of the course of English language teaching, of the Universidade Federal de Campina Grande (UFCG) contribute to the initial training of students for working with inclusive education. To achieve this goal, we conducted a documentary research, with a descriptive-interpretative approach that was developed through the verification of the course description, objectives, and program content in the disciplines that make up the teaching axis of the course, to identify if, and in what spaces inclusive education is approached out. For this, we use as theoretical foundation authors as Medrado (2014), Serpa (2015), Silva e Costa (2017), Skliar (2006), Silva (2001), the laws that govern the education of the country, and the official documents that regulate the ELT courses. To organize our analyzes, we divide the disciplines into two categories (the ensemble of disciplines that provide opportunities for work with inclusive education and the ensemble of disciplines that appear to provide opportunities for work with inclusive education). The analysis shows to us that although we do not have words that indicate the work related to inclusive education in the disciplines of teaching, the teachers responsible for conducting the classes can create ways that give students access to contents and practices that are consistent with inclusive education, so that preparing them for the teaching nuances that may occur during the teaching practice.