Inclusive education and teacher training: review of curricula of graduation courses of state universities in the South and Southeast regions

• Grant number: 16/06411-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2016
• End date: May 31, 2017
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Fernanda Vilhena Mafra Bazon
• Grantee: Paloma Laurea Lagassi
• Host Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil

Abstract

The inclusive education is an important issue in the current scenario, being discussed both in policy and academic areas. The scholar inclusion seeks to favor the construction of a democratic school, in which the students independent of their needs has access to a quality education. Since several studies have been showing the central role of training teachers in the realization of the school inclusion, this training needs to be discussed. This research aims to analyze the pedagogical projects of degree courses in physical, chemical and biological sciences of state universities in the south and southeast regions, regarding the discussion of the assumptions of inclusive education. This study is based on the analysis of documents in order to fetch data to pave a panorama of the degree courses analyzed, and as the same comes or not to contemplate the discussions pressing the inclusion. Aims then to contribute to the deepening of discussions that permeate the process of inclusion and focus on the importance of the constitution of curricula of initial teachers training as a way encourage the building of a democratic school.