A (in)efetividade da educação especial na perspectiva inclusiva em cursos de licenciatura do Centro de Humanidades da Universidade Federal de Campina Grande – Paraíba.

Abstract

The research aims to discuss the (in)effectiveness of inclusion in pedagogical practices in undergraduate courses in Pedagogy and Geography at the Center for Humanities at the Federal University of Campina Grande. In this sense, the problems established between theory, legal norms and practice centralize important discussions in the scientific field in contemporary times, especially in the dialogue between the Humanities and Applied Social Sciences, based on an interdisciplinary approach. In Brazil, the process of including people with disabilities in higher education is supported by several legal norms, such as Law No. 9,394 of 1996, which establishes the guidelines and bases of national education (Brazil, 1996); Decree No. 6,949 of 2009, which promulgates the International Convention on the Rights of Persons with Disabilities (Brazil, 2009) and Law No. 13,146 of 2015 - Brazilian Law for the Inclusion of Persons with Disabilities (Brazil, 2015). However, legal norms can represent formal guarantees without social validity and apparent social triumphs. Pedagogical practices represent important sources of the sociology of education. Thus, with the objective of analyzing the (in) effectiveness of the inclusion of students with disabilities in the practices of the undergraduate courses in Pedagogy and Geography, of the Center for Humanities, of the Federal University of Campina Grande, we developed a qualitative and exploratory research (Minayo, 2007), adopting content analysis (Bardin, 1977) of semi-structured interviews conducted with course teachers. We analyzed the thematic category Inclusive Pedagogical Practices, which includes the subcategories of Discourse; Methodological and Curricular Adaptations; Accessibility in Pedagogical Resources; University Extension and University Research; as well as the Category Barriers to Inclusion, which includes the subcategories Architectural Barriers and Barriers in Communications and Information. The implementation of inclusion in higher education at UFCG reflects multifactorial problems. We concluded that the effectiveness of Special Education from an Inclusive Perspective is developed based on inclusive pedagogical practices, highlighting the social and teaching and learning relationships between teachers and students as means of materializing the inclusive process. On the other hand, ineffectiveness is presented in the architectural barriers and in communications and information, revealing pedagogical, structural and management problems at Universidade Federal de Campina Grande.