Formação de professores e educação inclusiva: a perspectiva dos discentes do curso de licenciatura em pedagogia da UFAL / Campus do Sertão

Abstract

This work is the result of a study about the importance of preparing teachers in initial training to act in special education. The interest in the subject was due to the restlessness resulting from the discussions in the disciplines of Special Education in the Pedagogy course. Thus, the methodology was based on a bibliographical research and field research, in which questionnaires were applied for data collection with the students of the 8th period of the Degree in Pedagogy of the Federal University of Alagoas (UFAL) / Campus do Sertão, presenting questions about the analysis of the curricular matrix of said course aiming at the disciplines focused on inclusive education, as well as the preparation to work with students with special educational needs in the regular classroom. For that, the contribution of researchers such as: Saviani (2009, 2005); Gatti (2013); Gatti, Barreto and André (2011); Pimenta (1996); Pietro (2005); Mazzota (1996); Mantoan (2003); Mendes (2010); Magalhães (2013), among others. And some documents such as the National Education Guidelines and Bases Law (1996), the National Policy on Special Education in the Perspective of Inclusive Education (2007), the Political Project of the Pedagogy (UFAL, 2011). Finally, we bring some contributions about the importance of rediscussing the current training curriculum of the Superior Course of Pedagogy, in order to favor the formation of new graduates, in what it consists of their work in the area of special inclusive education.