Formação Inicial de Professores do 1° e 2° Ciclo do Ensino Básico para atender à Educação Inclusiva (original) (raw)

The demands facing the school go far beyond pedagogical issues. Increasingly this institution is being asked to respond to social demands, whether for ethnic, racial, linguistic, religious, disability or other reasons. From what we have just mentioned we can see that the school is facing many challenges, challenges that are not only for the institution, but are extended to the teacher's work. Education for All has been a priority all over the world, and the focus should be on equity and quality of education for all students who attend school and to which they have a right, that is, the right to learning. Due to the challenges that teachers face daily, we consider it important to reflect on their training and more specifically on how they are being trained to respond to the diversity of their students, considering the principles of inclusive education (EI). We intend to understand if the initial teacher education (FIP) courses are structured considering the paradigm of EI, namely through its inclusion in the syllabus and the analysis of the objectives and contents within the EI/NEE course units (UC), but also within the remaining UC. We aim to ascertain whether the courses are organised to prepare teachers to improve the competence of the response to the inclusion of students with NEE, understanding this concept in a broader perspective, in a response to diversity, regardless of the student's condition. This research is part of the qualitative or interpretive paradigm, and we used the qualitative methodology of multiple case study. Data were collected through documentary analysis: of the legal diplomas that regulate the courses, the study plans of higher education institutions (IES) and the course unit files (FUC) of the different UC of the courses under investigation. We also conducted semi-structured interviews, in two IES, with nine core participants of this study - course coordinators and teachers of the Inclusive Education and/or Special Educational Needs (EI/NEE) UC. In general, we can see that the study plans cover content and objectives that focus on the students' disorders, rather than more on practices and the need to differentiate so that the students participate effectively. By analysing the different FUCs of the study plans, we can also affirm that the concept of infusion is not being implemented It should also be emphasised that the participants say that the FIP courses are not training future teachers to put the principles of EI into practice. This is all the more relevant when it is the teacher trainers themselves who say that the ITE is not adequately training teachers to respond to diversity, particularly in the inclusion of pupils with SEN.