Abstract

MACHADO, Glaé Corrêa; SANTOS, Andréia Mendes dos  and  SILVA JUNIOR, Bento Selau da. The perspectives of Inclusive Education in the Education course: narratives of beginning teachers. Educação e Filosofia [online]. 2022, vol.36, n.76, pp.243-269.  Epub Jan 29, 2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n76a2022-60460.

This study aims to analyze the perspectives of future teachers in relation to the pedagogical practices necessary for the inclusion of students with disabilities, as well as the possibility of building them in the school routine. In order to participate in the research, sixteen future teachers who are attending the last semesters of the Education course and already work as interns in Basic Education were selected. The research is based on a qualitative approach and it uses narratives as an instrument for data collection. From the discursive textual analysis process, three dimensions were identified, based on the themes used in this study: Inclusive Education; Inclusive Pedagogical Practices; Experience. The results of the study indicate the experiences of the teachers as new and significant, and that the main element for the transformation of inclusive education involves the need for training, studies and exchanges of experiences as well as constant theoretical-practical construction, which is essential in the inclusive process.

Keywords : Higher Education; Inclusive Education; Teacher Training; Pedagogical Practices.

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