Formation of teachers and inclusion education: Analysis of the curriculum matrix of degree courses

• Published in: Educação Unisinos Vol. 17; no. 1; p. 40
• Main Authors: Cristina Cinto Araujo Pedroso, Juliane Aparecida de Paula Perez Campos, Duarte, Márcia
• Format: Journal Article
• Language: Portuguese
• Published: São Leopoldo Universidade do Vale do Rio dos Sinos - UNISINOS, Editoria de Periódicos Científicos 01.01.2013
• ISSN: 1519-387X; 2177-6210

National Curriculum Guidelines for Teacher Training Basic Education, CNE/CP no. 1/02, state that higher education institutions should provide in their curriculum teacher training to meet the diversity contemplating knowledge about the specifi cities of pupils with special educational needs. Concomitantly, the expansion of access to basic school has not been accompanied by investment in implementing the necessary changes in different dimensions: in an initial and continuing formation of teachers, policies, curriculum, working conditions of the education professionals (including career and salary), an infrastructure of schools and reorganization of the teaching conditions. Facing this reality, the present study aimed at analyzing the curriculum of degree courses of three public universities located at São Paulo State, aiming at identifying the presence of disciplines and/or content that deals with special and inclusive education. The method used was document analysis. The menus from degree in Biological Sciences in three state universities and the menus from degree in Chemistry in one state university and one federal university were analyzed. According to the results, the investigated courses did not show indicative of reorganization in the direction of policies on inclusive education. It was observed that there was not content about special education, although the discipline of Didactics in only one of the courses has indicated, as one of its overall objectives, the preparation of students for a critical understanding of the paper and context of school and the teacher work. It was concluded that the organization of curriculum of degree courses do not have guaranteed the pedagogical knowledge needed to answer the demands of the public basic school, mainly in relation to the education of the students with special needs.