A formação inicial em educação inclusiva do licenciando no curso de Pedagogia do campus III - CCHSA da UFPB

Abstract

This article aims to address the importance of higher education institutions in the initial training of teachers to work in Inclusive Education. To this end, the main question of this study can be summarized as follows: How do graduates of the CCHSA/UFPB Pedagogy course perceive their initial training to work in Inclusive Education? The interest in this topic first arose on a personal level, as during the course we realized that this topic was restricted to a few subjects. Furthermore, studying this issue from an academic and scientific perspective can help us evaluate and, if necessary, implement changes that qualify training aimed at inclusion. Given this, we adopted, as the general objective of this article, to analyze how graduates of the Pedagogy course at CCHSA/UFPB perceive their initial training to work in Inclusive Education. And, as specific objectives, identify in the Curricular Policy Project of the CCHSA Pedagogy Course, the curricular components intended for teacher training from the perspective of Inclusive Education; reflect the possible difficulties faced by students on the Pedagogy course when the topic is inclusion and evaluate the opinion of Pedagogy graduates on the approach to Inclusive Education in initial training. From a methodological point of view, firstly, we carried out a bibliographical research on Inclusive Education and the Degree in Pedagogy. The investigation is basic in nature, with a qualitative and exploratory approach in terms of objectives. The subjects of this research were the undergraduates of the Pedagogy course at the Federal University of Paraíba - Campus III - Bananeiras and who are in their last periods. Regarding procedures, we used a mixed questionnaire via Google Forms as an instrument to collect information. Based on the results, we can say that the majority of students do not feel prepared to work with Inclusive Education, as they point to the low workload of subjects focused on this area as a preponderant factor for poor training. Others highlight the lack of more practical subjects focused on Inclusive Education, even suggesting the creation of a mandatory internship in Inclusive Education. Finally, we also found that some of these students argue that the course prepared them well, as it encourages the graduate to continue seeking training throughout their professional life.