A educação inclusiva na rede regular de ensino: contribuições da formação docente inicial

Abstract

The growing debates about inclusive education have highlighted, among other aspects, the need for teacher training that considers the diversity of students included in regular schools. Based on the Brazilian legislation that provides about education in an inclusive perspective, public policies, as well as theoretical references about Special and Inclusive Education and teacher training, we sought to understand how the initial training of teachers has been offered, facing the current educational paradigm of Inclusion, especially regarding teachers of regular education. Thus, this work aims to identify the contributions offered in the process of initial teacher training, considering the inclusion of students targeted for Special Education in regular education. To achieve this goal, field research was carried out based on a qualitative approach, using as instrument for data collection an interview script, with three teachers from different degrees, working in Elementary Education in two schools of the Municipal public network of João Pessoa - PB. The results of the research showed some gaps in the formative processes experienced by the teachers. According to the research, the undergraduate courses analyzed offered few or none subjects related to Special and/or Inclusive Education. These gaps reflect directly on the quality of education offered to students with disabilities and other specific needs, since many teachers arrive at schools without a minimum of knowledge about educational practices in an inclusive perspective. Finally, it is important to highlight the relevance of conducting further research in the field of inclusive education, not only focused on the pedagogy course, but also on other degrees, so that such research can foster interest in this theme among students and teachers, thus contributing to the improvement of teacher training courses and, consequently, to the promotion of quality education.