Resumen

DIAS, Viviane Borges  y  SILVA, Luciene Maria da. INCLUSIVE EDUCATION AND TEACHER TRAINING: WHAT DO THE CURRICULUMS OF UNDERGRADUATE COURSES REVEAL?. Práx. Educ. [online]. 2020, vol.16, n.43, pp.406-429.  Epub 24-Nov-2023. ISSN 2178-2679.  https://doi.org/10.22481/rpe.v16i43.6822.

Abstract: The narrative that underlies Inclusive Education goes, among other aspects, through teacher education that is capable of considering the different aspects of individual students and their learning. In this sense, it is important to understand to what extent the curriculum for teacher training has been configured to allow discussions and reflections on the diversity of the student body. The data presented herein is an excerpt from the doctoral research entitled Formation of Teachers and Inclusive Education: An Analysis Based on the Critical Theory of Society. This article aims to identify and characterize in the curriculum of eleven undergraduate courses from a public university in Bahia disciplines related to the Inclusive Education approach. The research has a qualitative approach, and through document analysis it examines the flowcharts and Academic Curricular Projects (PACs) related to the teacher training courses. Content analysis was the chosen data analysis methodology. The study shows that Biological Sciences, Physical Education, History and Pedagogy courses are those that offer mandatory and / or optional subjects related to Inclusive Education in their programs. The absence of disciplines that addresses Inclusive Education in universities precludes a fundamental debate, especially in undergraduate courses, as the enrollment of students with disabilities in regular classes has been increasing significantly.

Palabras clave : Inclusive Education; Curriculum; Teacher training.

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