Fundamentos da educação inclusiva nos cursos de pedagogia da UFAL e da UNEAL: uma análise reflexiva dos projetos pedagógicos de curso (PPC)

Abstract

Legal regulations, such as the 1988 Federal Constitution, the National Education Guidelines and Bases, and the National Policy on Special Education from an Inclusive Perspective, establish the right of all to education, guaranteeing access to mainstream schools for people with disabilities, global developmental disorders, and high abilities/giftedness. Since then, the growing presence of these students in schools has driven demands for training, both for special education teachers and regular education teachers, who must collaborate to assist in the school inclusion process (SANTOS, 2012). This work aims to analyze how two institutions, Federal and State, organize themselves to prepare future teachers for special education. This is a bibliographic review study, using authors such as Santos (2012); Queiroz (2003) and Amaral (1995), the Pedagogical Project of the Course (PPC) of the two institutions analyzed, which we will call Federal University “A” and State University “B”, as well as the search engine, such as SCIELO, using the keywords: special education, teacher training, higher education, inclusion. As a result of the research, it was possible to perceive that the model of offering training for future teachers differs somewhat in each institution. It is concluded, therefore, that even with the defined legal regulations, higher education institutions need to guarantee the offering of more specific disciplines in special education.