Educação especial, formação docente e a inclusão escolar: uma reflexão sobre os trabalhos de conclusão de curso da Universidade Federal da Paraíba

Abstract

This production is based on national discussions about the construction of teachers in training spaces and their pedagogical practice of school inclusion of Special Education students. As a result, a reflection was made on special education, teacher training and school inclusion: a reflection on the course conclusion work at the Federal University of Paraíba. For this purpose, a theoretical-methodological path of exploratory bibliographic procedure was traced, with a qualitative approach. For data collection, we used the search mechanism procedure categorized in the Institutional Repository, of the Federal University of Paraíba in the process of selection of Course Completion Works, of the last five years, to be analyzed. Analytical reading was used for the treatment of data, which aims to order and summarize the information present in the sources. As findings of this research, it was noticed that in the profile of the characterization of the productions, it is visible to notice the low monographic production regarding teacher training and the practice of school inclusion, having only authors in the elaboration of the analyzed works. The productions presented a considerable methodological diversity used regarding teacher training. The works are constituted as a space for reflection, provocation and transformation of conceptions and teaching practice and need to be used in the legitimization of school inclusion. With regard to school inclusion, it is necessary to move forward in the discussions, so that they are productive for the training, engagement, permanence and development of the target audience of Special Education in the school space, as an active subject, without barriers of any kind. order.