A inserção dos componentes curriculares da área da Educação Especial e Inclusiva na matriz curricular do curso de Pedagogia: Tensões e Perspectivas

Abstract

This dissertation analyzes the Special Education curricular component in the initial training of educators, seeking to investigate its implications for the implementation of inclusive education. Inserted in the concentration area of State, Educational Policies, and Educational Management, the study is based on a qualitative and quantitative approach, of a documentary nature, and takes as its main references the normative frameworks that guide teacher education in Brazil, particularly Opinion CNE/CP No. 5/2005 and Resolution CNE/CP No. 1/2006. The research aimed to examine how Special Education is incorporated into the curricula of Pedagogy programs at Federal Universities in the Southeast region of Brazil, analyzing its designation, workload, curricular placement, syllabi, objectives, and conceptions of inclusion expressed in the Pedagogical Course Projects (PCP). To this end, a mapping of Pedagogy curricula at Federal Universities in the Southeast was conducted, followed by an in-depth analysis of the PCP of the Federal Rural University of Rio de Janeiro (UFRRJ), the Federal University of São Carlos (UFSCar), the Federal University of Uberlândia (UFU), and the Federal University of Espírito Santo (UFES). The results show that, although Special Education is present in the curricula analyzed, its curricular configuration presents significant variations between institutions, especially with regard to the workload, transversality, and articulation with other formative components. In conclusion, the presence of the Special Education as a curricular component represents an important advancement in teacher education; however, it still faces challenges related to the depth of its approaches and the consolidation of an inclusive perspective integrated throughout the course. The study highlights the need to strengthen public policies for teacher education and to revise Pedagogy curricula in order to ensure critical, reflective training committed to the right to education and to the development of inclusive pedagogical practices in Basic Education.

Keywords: Educational Public Policies; Special end Inclusive Education; Curriculum.