Resumo

KONIG, Franciele Rusch  e  BRIDI, Fabiane Romano de Souza. Inclusive Education and initial professor formation: knowledge construction under discussion. Rev. Educ. Questão [online]. 2021, vol.59, n.60, e-24817.  Epub 19-Abr-2022. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2021v59n60id24817.

This paper aims to analyze the construction of knowledge about inclusive education in bachelor’s degree in education courses, based on the theoretical assumptions of Maturana and Varela (2011), about the processes of living/knowing, and Tardif (2002) about the construction of professors’ knowledge. Concerning the theoretical and methodological procedure, the research contemplated three main movements: mapping of the offer of disciplines related to inclusive education and identification of courses with higher and lower percentage of this offer, Geography and History respectively; course syllabus analysis of the disciplines offered; questionnaire aimed at students of the selected courses. Thirty-five questionnaires were applied to 24 History students and 11 Geography students. As main results, the analysis corroborates Tardif (2002) about the plurality of the production sources of professors’ knowledge. The fragmentation of knowledge among areas is problematized as a limiting element in the construction of knowledge relevant to inclusive formation in bachelor’s degree in education courses.

Palavras-chave : Inclusive education; Initial formation; Knowledge construction; Teaching knowledge.

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