Pedagogia na UFS : o lugar da educação inclusiva numa realidade excludente

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, Lucineide Alves de
• Orientador(a): Souza, Verônica dos Reis Mariano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação inclusiva; Formação de professores; Inclusão escolar; Universidade Federal de Sergipe (UFS); Ensino de educação; Currículo; Formação docente; Inclusão; Pedagogia; Universidades
• Palavras-chave em Inglês: Curriculum; Teacher training; Inclusion; Pedagogy; University
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11403

This research aimed to investigate how the teacher education in the perspective of inclusive education has been contemplated in the Pedagogy course of the Federal University of Sergipe (UFS) in the University City Professor José Aloísio de Campos, in São Cristóvão, through the analysis of the Resolution of the Pedagogical Project of the Course. To do so, the proposal was to identify how (and what) aspects of inclusive education are being contemplated or signal the inclusive perspective / education; to identify the curricular components related to Special Education, from the perspective of inclusive education; identify the status or place of the content or knowledge of inclusive education in pedagogical training by means of optional and / or mandatory and specify how the approach to inclusive education (at the level of evaluation, methods and didactic resources) is expressed in the training curriculum in the perspectives of trainers and trainees. Of qualitative nature, the investigation had as reference the documentary analysis and case study. The research of the type of study of case, to be dedicated specifically in the analysis of the Pedagogy course of the Federal University of Sergipe, which implies to understand the object in its specificities, even containing broad elements about the formation of teachers. Subsequently a questionnaire was applied and a semistructured interview was conducted with the final students of the course and with teachers. To do so, the data were examined through content analysis. The theoretical framework was based on the themes of teacher training, curriculum and inclusion of authors such as Tardif, Libano, Arroyo, Severino, Demo, Sacristán, Vasconcelos and legal frameworks pertinent to the subject. The relevance of this study is centered on the fact that it is a topic that raises reflection in the educational framework of the Institution, for the construction of a Pedagogy course that can effectively train a teacher for an inclusive reality or prepared to include in an exclusionary reality. The results indicated that the university, the locus of initial teacher education, needs to anticipate reality, responding to contemporary problems, and better prepare future teachers and researchers for school reality in the context of inclusion.