Formação inicial e educação inclusiva: um olhar para cursos de licenciatura. ; Initial training and inclusive education: a look towards licentiate degree courses

This piece of research arises from problematizations regarding teachers’ knowledge which constitute the organization of pedagogical practices in the Brazilian educational scenario. Having as locus the teachers’ initial training, it aims at knowing the possibilities of building knowledge in terms of inclusive education in licentiate degree courses at the Federal University of Santa Maria – UFSM, directing the discussion to the majors identified with the highest and lowest percentage of course offers connected to inclusive education in relation to the total academic load. In the perspective of the Systemic Thinking, the theoretical background relies on the premises of Maturana and Varela (2001) seeking to extend the focus to the relational context of knowledge building. From the methodology of Bricolage, it comprises two main analytical dimensions: the first one is directed to know the offer of formative context in terms of content and courses connected to inclusive education, having as basis the legal documents, analysis of curricular grids of the majors and syllabus, as well as interviews with managers of Higher Education Institutions in the space of the graduation dean’s office and the courses coordinations. This first dimension aims at getting to know how UFSM organizes the curriculums of the licentiate degree courses from the legal regulations and how this organization reverberates in the formative possibilities of the future teachers. The second dimension includes the undergraduate students and their relational possibilities with the formative context, presenting a general overview of the students’ profile – students who are about to conclude their major, as well as discussing the ways in which they understand their formative context and build their knowledge about inclusive education in initial formation. It has as a theoretical basis the assumptions of Tardif (2002) about teachers’ knowledge and it considers movements of empirical material production: application of structured questionnaires with ...