Abstract
This work it aimed to analyze the initial teacher education to work with students with disabilities in regular education, according to the political-pedagogical proposal of the three campus of undergraduate courses in Pedagogy of UERJ (Campi Maracanã, Duque de Caxias and São Gonçalo). Therefore, we assumed multiple cases study as methodology for the research (YIN, 2001), in a qualitative approach. It was used documentary research (FONSECA, 2002). About the institutional documents, we analyzed the Institutional Development Plan of UERJ, the Political Pedagogical Projects, the flowchart of the courses, as well as the list of the subjects, mandatories and electives, related to contents in the field of Special Education for each course and adopted the analysis of content proposed by Bardin (2011). This study is based on our theoretical assumptions from the historical-cultural perspective of human development (VIGOTSKI, 1997; 2000; 2018; PINO, 2000) and, based on this perspective, we understand that we are trained as teachers in the process of human constitution, in an interactive dynamic of the social relationships that permeate our academic and personal life trajectories, as well as how we appropriate the experiences lived during our basic training (FONTANA, 1997; ANJOS, 2006).The analyses indicates that the three classroom courses of Pedagogy degree at UERJ have included, in their political-pedagogical proposal, an initial training of teachers that considers human diversity and respect for differences, including, among them, the performance with the student with deficiency. Thus, with regard to the curricular structure, these courses offer mandatory subjects related to the field of Special Education and other elective subjects that address content related to this area. However, the theme of Special Education appears in a fragmented and, at times, disjointed form from the set of other disciplines. Finally, when we problematize the initial training of teachers to work with students with disabilities in regular education in order to face the Inclusive Education Policy, we point out the need for a curricular reformulation of Pedagogy Licentiate courses so that knowledge about students with disabilities are contemplated in a transversal way with the other subjects of the course, thus seeking to overcome the disciplinary perspective to a perspective of human diversity. Likewise, we highlight the importance of offering mandatory curricular internships in regular education classrooms with disability’s students enrolled or in different teaching contexts.
