RANGEL, J. D.; http://lattes.cnpq.br/6706030844728098; RANGEL, Jéssica Dantas.
Resumo:
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.