Resumo

RIGO, Neusete Machado; SACKVIL, Roseli Andreia  e  WOMER, Eloísa Maria. INITIAL DEGREE OF TEACHERS AT HIGH SCHOOL LEVEL (NORMAL COURSE) AND SCHOOL INCLUSION. Revista Teias [online]. 2018, vol.19, n.55, pp.104-120.  Epub 17-Fev-2020. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.36295.

This article presents the results of a research on the curricular grade of the Normal Course in relation to the school inclusion carried out from the National Policy of Special Education in the Perspective of Inclusive Education / 2008, in basic education.The aim of this study is to reflect on the teacher preparation for the school inclusion provided by the Normal Course. The methodology has a qualitative approach and uses the analysis of pedagogical documents of the school - Political-Pedagogical Project (PPP) and Study Plans (SP) of the Normal Course - and reports of the Pedagogical Practices (PP) carried out by the students the course, in classes with students with disabilities, at ordinary schools. As analytical tools of the data collected are used the concepts of experience (Larrosa, 2011; 2017) and normality / abnormality (Foucault, 2008). From this analysis, two perspectives regarding the inclusion of children with disabilities were constituted, for the discussion of data: a) the abnormality as incapacity; and b) the experience as a possibility for teaching and for living with the person with disabilities. The results show, on the one hand, that despite the school's efforts to construct a curricular grade that provides an initial preparation based on inclusive principles, the normality vision is a reference in the reflections of the students of the Normal Course in relation to the inclusion of children with disabilities at the ordinary school. On the other hand, there is also a lived experience that indicates possibilities that deviate from intentions that tend to correct or normalize the disabled child.

Palavras-chave : Initial teacher degree; Pedagogical practices; School inclusion.

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