Formação inicial de professores de línguas da UFAL sob uma perspectiva de educação inclusiva.

Abstract

The education of people with disabilities in regular schools has influenced the teaching-learning process and, consequently, the work and education of teachers. In this context, and situated in the field of non-disciplinary Applied Lingusitics, we aim at investigating how discussions on inclusion of people with disabilities, within the scope of the subject Educacao Inclusiva, Formacao Docente e Ensino de Linguas, has contributed to the professional development of teachers in initial teacher education at Federal University of Alagoas. We considered theoretical-analytical support from studies on language teachers.education and inclusion (ARAGON, 2020; DANTAS, 2019) and from researches and oficial documents about educationand inclusion (BRASIL, 2008; SKLIAR, 2006). The data generation process was carried out through interviews with three undergraduate students from the Spanish, English and Portuguese Letras courses. From the qualitative analysis of the interviews. data, we concluded that the collaborators acquired knowledge about the education of people with disabilities and also felt more confidente and open for future teaching experiences with these students.