Resumo

DAMASCENO, Allan Rocha  e  PEREIRA, Andressa Silva. CURRICULAR POLICIES: THE EDUCATION OF THE PEDAGOGUE FOR SPECIAL EDUCATION. e-Curriculum [online]. 2019, vol.17, n.3, pp.1200-1218.  Epub 28-Out-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p1200-1218.

The purpose of this article is to analyze the curricular policy with regard to the special education modality within the scope of the Pedagogy Degree Course of two Public Universities of Rio de Janeiro: UFRRJ - Federal Rural University of Rio de Janeiro (Campus Seropédica and Campus Nova Iguaçu - IM / Multidisciplinary Institute) and UFF - Fluminense Federal University (Campus Gragoatá / Niterói, Campus Santo Antônio de Pádua and Angra dos Reis). Theoretical-methodological contribution was based on Theodor Adorno's Critical Theory of Society, as well as other curriculum theorists such as Silva (1999), Apple (2001), among others, who supported us in the analytical / reflexive / critical process about the curriculum of the Special Education modality in the undergraduate courses in Pedagogy in the public universities of Rio de Janeiro. The data collections were: documentary analysis of the menus / analytical programs, in what refers to the Special Education modality with the respective curricular matrices of the undergraduate courses in Pedagogy of the public and federal public universities of Rio de Janeiro. The ideological / political struggles that permeate the forms of selections of certain knowledge in Higher Education aim at a legitimation of valid / non-valid knowledge corresponding to a uniform and homogenizing standard of curriculum, in which mechanisms of regulation / domination / fragmentation of knowledge prevail to be diffused as capital strategy reflecting the interests of dominant groups.

Palavras-chave : Special Education; Formation; Curriculum; Inclusive Education; Higher Education.

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