Inclusão educacional na formação docente: o relato de um graduando

Abstract

Over the years, many scholars have pointed out the need for teacher education from the perspective of educational inclusion (SKLIAR, 2006; MANTOAN, 2015; MEDRADO; CELANI, 2017; DANTAS, 2019). In this scenario, this research has as its main goal to investigate how an undergraduate student of the English Modern Language course (Letras Inglês), in the final semester, understands the initial formation and the teaching work with the inclusion, from the interpretation made by the student on his teaching education in the textualization of a reflective report. For this purpose, we used, as a theoretical framework, the studies about teaching work and inclusion (SKLIAR, 2006; 2015; MANTOAN, 2015; DANTAS, 2014; 2019). The data were generated through a reflective report, written and shared digitally by a student of the English Modern Language course at the Federal University of Alagoas. The qualitative analysis demonstrates gaps that still permeate the course, in terms of educational inclusion and highlights the role of affectivity as fundamental in the construction of a more inclusive teacher education.