Formação docente e educação inclusiva: com a palavras, estudantes de Letras da UFAL

Abstract

The education of people with disabilities in regular schools has influenced the teaching-learning process and, consequently, the work and education of teachers since they were asked to act with knowledge and tools hitherto unknown to many. In this context, we aim at investigating the role of teacher education from an inclusive perspective for undergraduates at the Federal University of Alagoas (UFAL). For this purpose, we considered theoretical support from studies on language teachers’ education and inclusion (ARAGÓN, 2020; DANTAS, 2019; NETO, 2022) and from researches and official documents about education and inclusion (MANTOAN, 2019; SKLIAR, 2006; BRASIL, 2008; 2015; PATRON, 2020; UFAL, 2020). The data generation process was carried out through individual interviews with three undergraduate students from the Spanish, English and Portuguese Letras courses at UFAL. All the interviewees participated in the elective subject "Educação Inclusiva, Formação Docente e Ensino de Línguas", the context in which this research is situated. From the qualitative analysis of the data, we concluded that the collaborators built knowledge about the education of people with disabilities and also felt more confident, open, and available for future teaching experiences with these students. Furthermore, the results reveal gaps in the initial teacher education and highlight the importance of more accessible and anti-ableist educational practices for our society