FIRMINO, R. D. M. A.; http://lattes.cnpq.br/4554056931550385; FIRMINO, Rívia Diana de Melo Alves.
Resumo:
Educational inclusion implies more than enrollment in the education system. It
means providing conditions for human development in all its potential. Teacher
training plays a fundamental role in achieving the school inclusion of people with
disabilities (PwD), given that it is the teachers who will more directly mediate the
educational processes. School education, a right constitutionally guaranteed to
every Brazilian citizen, must be accessible to all people, regardless of color, age,
race, sex, disability, developmental disorder or any other characteristic. This
research aimed to know the conceptions of Special Education present in the
Pedagogical Course Project (PPC) of Pedagogy courses at two public universities
in Campina Grande-PB. The specific objectives aimed to: identify the concept of
Special Education in Pedagogy courses; point out possible gaps in the Special
Education component; reflect on the meanings of the conceptions of Special
Education identified in the PPCs of the courses. The theoretical frameworks
addressed various aspects of teacher training and special education in an inclusive
perspective (MANTOAN, 2004; 2007, 2017; VITALIANO, 2015; DONATO, 2015;
NOZI, 2015; MANZINI, 2010; OLIVEIRA, 2007; RIBEIRO, 2020, 2018 ; SILVA,
2018; LUSTOSA, 2018, 2020; SALUSTIANO, 1999, 2007, 2021; FIGUEIREDO,
2007; FERNANDES, 2007.) This is a qualitative documentary research, whose
main document sources were the legal references about the training in Pedagogy
and the PPC of the Courses. The data were analyzed based on the content analysis
technique (BARDIN, 1979), through the use of four central categories: objectives of
the degree, curriculum matrix, conception of inclusive education and profile of the
graduate in relation to Special Education. The data show that the analyzed PPCs
have obsolete aspects regarding the theoretical development and public policies of
special education, as well as the use of terminology and concepts based on the
medical model of disability. They also show that in both analyzed courses there are
efforts to promote training in special education from an inclusive perspective,
although they are concentrated in isolated areas, either through specific actions of
accessibility and logistics or through the offer of Libras and emphasis on the study
of education. of the deaf in curricular components of optional areas of study.
