Resumo

LUSTOSA, Ana Valéria Marques Fortes  e  MENDES, Enicéia Gonçalves. THE INITIAL FORMATION OF TEACHERS FOR SPECIAL EDUCATION FROM THE PERSPECTIVE OF THE THEORY OF SUBJECTIVITY. Eccos Rev. Cient. [online]. 2020, n.54, e8758.  Epub 03-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n54.8758.

The training of teachers has been the focus of different researches that seek to elucidate their organization in the Brazilian context, given the complex educational impasses of a country with continental dimensions, the diverse interests of multiple sectors of society, as well as the existing real demands. In the case of special education, this situation is even more intricate and difficult to solve. This study, from the perspective of Fernando González Rey’s theory of subjectivity, sought to understand the subjective processes constituted by undergraduate students in Special Education in the context of initial training. As for the method, this is a case study, and the analysis is of the constructive-interpretative type, based on qualitative epistemology. The results show that the undergraduate course has impacts on the individual and social subjectivity of the students, with beneficial consequences for the school inclusion and the target audience of special education.

Palavras-chave : Initial formation; Special education; Subjectivity..

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