Formation policy of teachers to work in the inclusive education perspective: analysis of Pedagogy courses of public universities in the state of São Paulo

• Grant number: 12/21451-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): March 01, 2013
• Effective date (End): December 31, 2013
• Field of knowledge: Humanities - Education - Curriculum
• Principal Investigator: Rosimar Bortolini Poker
• Grantee: Bruna Gouveia Ferracini
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

Since 1990, the Brazilian government has defended the inclusive education policy, causing serious changes in the organization and running of the school as well as in pedagogical practice used in classrooms. In this new paradigm, the school and the teacher must be prepared to comply with quality, education in regular classrooms, all the diversity of students, including those with very different conditions of learning, as the disable students, students with disorders global development and / or high ability students. This fact implies a change in the teacher's training, because the professional educator must develop new skills and acquire new knowledge. In this way, this research aims to map the situation of graduation courses in Pedagogy of Public Universities from São Paulo, namely Unesp, USP and UNICAMP, checking how such courses are adapting to policy and legislation that deals with the training of teachers to work in inclusive school. The methodology used will be the bibliographic research, which will guide the construction of the analysis of documentary research, comprising the teaching plans and syllabus of the subjects of Pedagogy dealing with special/inclusive education. Through the documentary and bibliographic research, as well the comparative analysis of the situation of Pedagogy of the State of São Paulo, you can build parameters to evaluate the condition of the courses toward teacher training in inclusive educational perspective.