Resumen

UZEDA, Sheila de Quadros  y  BARBOSA, Regiane da Silva. Teacher Education in UFBA Pedagogy Course and teacher’s practice in the inclusive perspective. Rev. Exitus [online]. 2020, vol.10, e020095.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1235.

This article results from a research carried out through qualitative descriptive study and aims to discuss the teachers’ initial education in the Pedagogy Course of UFBA to work with especial education students. The research was performed considering the curriculum of the course and the opinion of students on the topic, collected through the application of a questionnaire. The answers were organized into categories and demonstrate that students in initial education consider that school inclusion is relevant, but that to make it effective, it is necessary to invest in the education quality offered in the course and the concentration of the topic in a few components of the curriculum does not contribute to the preparation of these professionals. In view of this, the students pointed out the need to offer more components, and/or the transversalization of the theme in the curriculum, in addition to opportunities to relate theory and practice through practicum experiences in the area, which would reduce the feeling of unpreparedness and fear, pointed out by the research participants and also by teachers who work in basic education school, as shown by other studies on the subject. It Highlights the need to rethink the initial teacher education, educating them to work and consolidate school inclusion.

Palabras clave : Teacher Education; Graduating in Pedagogy; School Inclusion.

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