Formação inicial de professores em educação especial no território brasileiro: uma análise sócio-histórica

Abstract

This study addresses the initial training of teachers in Special Education. Its general objective was to analyze the mediations and contradictions in relation to the process of initial training of teachers in Special Education in the Brazilian territory from the perspectives of Historical-Dialetic Materialism (MHD) and Socio-Historical Psychology (PSH) and, specifically, to understand the socio-historical contexts surrounding the process of expansion of Degree courses in Special Education; explain the objectives, justification, graduate profile and curricular matrices presented in Pedagogical Course Projects (PPC) of Degree courses in Special Education; to understand the meanings of the progression of a course on the training process of teachers in Special Education. The research began with participation in a national investigation commissioned by the National Association of Postgraduate Studies and Research in Education (ANPEd), in GT15 - Special Education, entitled ‘’Special Education teacher training in Brazil’’. Therefore, we used data from courses collected on the e-MEC website. Subsequently, we updated the data collection, and carried out documentary research, considering the propositions of some authors linked to the MHD, in which 13 PPCs were analyzed, 12 of which were collected in the national survey, and one PPC made available by the third course linked to the public university that was created in 2022. Data analysis of the 13 PPCs collected was based on thematic analysis, and interpretation through some categories of the MHD and PSH. Furthermore, we carried out a semi-structured interview, via Google Meet, with the coordinator of a Degree course in Special Education. Data interpretation was based on PSH. The results arising from the analysis of e-MEC data indicate that 43 courses already started are offered by 39 HEIs, the majority of which are offered by private HEIs, totaling 90%, the Public/Federal HEIs totaling 8% and the only Public/Municipal HEI totals 2%. Regarding the largest total number of courses, it is linked to the distance learning modality, totaling 72%, and the smallest total quantity to the face-to-face teaching modality, totaling 28%. The analysis of the socio-historical contexts involving the objectives, justification, the profile of graduates and the curricular matrices of courses possibly indicates that there is a predominance of didactic-methodological disciplines based on skills and abilities in comparison to disciplines that involve theoretical discussions -policies. Therefore, we understand that course PPCs present curricular matrices that adopt the maintenance of the medical-psychological model based on competency-based training. Regarding the analysis of the semi-structured interview, we learned that the course coordination provided spaces for listening to undergraduates and graduates throughout the processes experienced. We point out that, possibly, the didactic-methodological disciplines are more prioritized, while the theoretical-political disciplines are secondary during the teaching-learning process, based on competency-based training. We also reiterate the importance of the NDE in this institution, as it demonstrates prioritizing the collective construction of actions of inclusive pedagogical practices within the course along with other courses, aiming to enhance transversality, permeating the concept of intersectionality, with discussions focused on the different systems of oppression and violence. In short, the final considerations point to the proof of the thesis that there are mediations and contradictions produced throughout the expansion of Degree courses in Special Education that have promoted a lightened and fragmented teacher training, with the presence of curricular matrices that direct the reproduction of teaching practices based primarily on the medical-psychological model.