Formação inicial docente e inclusão escolar: tecendo compreensões a partir de marcos legais.

Abstract

Considering the enrollment of students with disabilities in common education as part of the premises for inclusion, this article highlights the legal frameworks that guide the training of teachers, analyzing the normative indications that guide to special education in the inclusive perspective. The research is qualitative in nature, and is configured as a case study, presenting two investigative movements: 1) analysis of national documents: Law of Directives and Basis for National Education-LDB, n.º 9.394/96); the National Guidelines for teacher education of 2002; 2015 e 2019 (Resolution CNE/CP 01/2002; 02; 2015; 02/2019) as the normative indications that preceded their definitions (Report CNE/CP 21/2001; 009/2001; 002/2015); and the Brazilian Inclusion Law (Law no. 13.146/2015); and 2) analysis of institutional documents: taking the Federal University of Espírito Santo (Ufes) as an empirical field, the political-pedagogic project (PPC), Program of Subjects and teaching plans of undergraduate courses are analyzed. The analyses are based on the Sociology of Figure (ELIAS, 1994) and on the theoretical contributions of Nóvoa (1992) and Tardif (2008). The results indicate a prevalence of the discipline of Brazilian Sign Language (Libras), large number of outdated PPCs and low supply of disciplines related to Special Education axis for undergraduate courses.