Educação inclusiva : as perspectivas das estagiárias de pedagogia sobre a sua formação

Abstract

This master's degree study is added to the research line: Teacher Training, Teaching, Processes and Educational Practices, of the Post-Graduation Program in Education at FaE - UFPel. The objective of this study was to investigate the perspective of the interns of the Nocturnal Course of Pedagogy of the Federal University of Pelotas, in the constitution of their formation to work in inclusive classes, also intending to investigate the conception of the interns on inclusion; to analyze how interns characterize the training process regarding the inclusion; to identify possible interns' limitations in the training process to deal with inclusion and to recognize possible positive and negative evidences of the interns' training process to act with inclusion. The work consisted of a descriptive research with a qualitative approach. The subjects participating in the research were sixteen interns, graduated from the ninth semester of the nocturnal course of Pedagogy of UFPel, 2016/2. The instruments used were a semi-structured questionnaire and a semi -structured interview, both with open questions. The analyses were based on the perspective of Bardin (2009). The theoretical contributions were based mainly on the following authors: Mantoan (2013), Carvalho (2004), Sassaki (2006), Saviani (2009), Garcia (1995), Nóvoa (1995), Feldkercher (2010), Pimenta (2006) and Lima (2009). From the analysis of the data, in general, it can be concluded that the interns of the nocturnal course of Pedagogy reflect on their formation, debating on the inclusion, although they highlight the lack of practices and theories that deepen this theme. The final stage of the course came as a support for rethinking the training for possibilities of continuity in the search for new knowledge about inclusion. In the same way, they all understand the relevance of the theme Inclusive Education for teacher training.