Educação inclusiva na formação inicial do pedagogo: o que dizem os discentes e os trabalhos de conclusão de curso em uma IES Pública Federal

Abstract

More and more schools has received people with disabilities and groups that have historically been excluded from society like Afrodescendants and LGBT (lesbian, gay, bisexual and transgender). For this reason, the preparation of the educators from degree courses, especially teachers from Pedagogy, has been reiterated to meet the educational needs of all children. This paper aimed to study the presence of Inclusive Education in the initial formation of the pedagogue in a federal public institution (FPI). The theoretical framework has three main points: Inclusive Education in teacher education, a university and school curriculum with an inclusive path and the course of Pedagogy and Inclusive Education. A quantitative research was carried out from what the students say; the undergraduate thesis and the Pedagogical Course Project - PCP. The work data, presented here, involved questionnaires with the students and the documentary research and descriptive analysis of the undergraduate thesis and the PCP. As results this study obtained, they point out that for 3 years only 13 undergraduate thesis have been produced that deal with Inclusive Education, which may characterize a still discreet interest on the part of the students in this subject. Another important factor was the fact that the PCP offered a significant number of courses that elucidate about Inclusive Education and the students corroborated in their experiences, but it is not an axis that emerges in the theoretical-methodological discussions and in the pedagogical practices in the initial formation.