School Inclusion and the docent formation in Pedagogy

Abstract

This study discusses the formation of teacher for inclusive contexts. It aims to comprehend how Pedagogy egress students of a public state university in Brazil realize their formation to actuate, on regular education, with students target-public of the especial education. The objectives were: to analyze the contribution of the Pedagogy course to the teacher formation regarding the inclusion, in regular education, of students attended by special education; and to identify the necessities/easiness pointed out by these egress students, relating to the formation received for teaching special students, in regular school. A qualitative study (LÜDKE; ANDRÉ, 2012) was developed from authors like Bartalotti (2006), Imbernón (1998), Mantoan (2006; 2011) and Marcelo (1999). The instrument for data collection was a questionnaire, elaborated with closed and semi-structured questions. The results point out that the egress students perceive as one of the difficulties experienced in their formation the short time propitiated by the course to study contents related to the inclusion, the difficulty in theoretical-practical articulation. It is highlighted, also, positive aspects, such as the fact that the course contributed for the better comprehension of the inclusion paradigm.