Formação docente para educação especial em cursos de pedagogia de universidades públicas de Campina Grande-PB: o que (não) dizem os PPCs.

Abstract

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.