Políticas públicas e formação de professores: vozes e vieses da educação inclusiva

Abstract

This study has as object of analysis the issue of public policies for teacher formation and inclusive education, focusing on education of people with intellectual, sensory and physical disabilities at common schools. General Purposes: to perform a cross reading of the theoretical references that support the Brazilian public policies for teacher training, represented in the documents of normative/determinative character represented by laws and decrees, and those of mentor character, relating to the theme of inclusive education, in terms of the educational process of people with intellectual, sensory and physical disabilities; also to examine the curricula of graduation courses in: Biological Sciences, Geography, History, Languages and Literature, Mathematics, Pedagogy, and Programs of Post-graduation stricto sensu in these areas and/or equivalent offered by UFG, UFMT, UFMS, UFU and UnB seeking to understand the inclusion of this theme in them. 29 pedagogical projects of graduation teaching courses were investigated, 32 for masters and Ph.D. programs in related areas to the Graduation courses that this study focuses. Also, the Institutional Development Projects (IDP) of UnB, UFMT and UFMS were examined and the Institutional Project of Formation and Development of Education Professionals of UFU. Results of the study: The analysis of these national documents shows that: a) although the locus of education of people with intellectual, sensory and physical disabilities is, preferably, common education, the issues related to this thematic occur in spaces clearly dedicated to this purpose - special education, b) when concerning teacher training, it does not involve the education of this group of people, and when it does, it is treated as human diversity; c) the concerns showed focus on the conditions of accessibility of these people in terms of physical structure and adaptation of support and communication materials, not relating them to acts of teaching and learning, actions closely linked to teacher training. As for international documents, the presence of a broad approach of the aspects related to teacher training for the education of people with intellectual, sensory and physical disabilities is emphasized, demarcating its importance for achieving the targets related to the offering of quality education for all. As for the curricula of graduation courses in Biological Sciences, Languages and Literature, Geography, History, Mathematics and Pedagogy of the studied Federal Universities a total of 13 (thirteen) courses, representing a percentage of 45% shows in their curricula the presence of the discussion about Inclusive Education and/or Special Education and 16 (sixteen) of them, equivalent to 55% do not approach the thematic. Of those which approach this theme, in 46% of the cases the discussion occurs in subjects of compulsory nature, thus involving all students of the course and 54% are optional. In short, in all the documents analyzed, the insertion of the thematic related to the education of students with intellectual, sensory and physical disabilities in the curricula of graduations of the institutions locus of study is in the initial process, being a space to be built in all courses, signaling the need for the insertion of the thematic in the institutional debates, because this is not a demand of one course of institution, but it is a demand of the whole institution, of all its graduation courses for teachers.