Special Education and Curriculum Pedagogical Projects for Undergraduate teaching courses at the Universidade Federal do Acre
The Curricular Pedagogical Projects of undergraduate courses presuppose training inspired by inclusive conceptions, in accordance with current legislation. This research aimed to analyze the projects of undergraduate courses at Universidade Federal do Acre, regarding the facilitating aspects of job...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/65323 |
| Acesso em linha: | http://periodicos.ufsm.br/educacaoespecial/article/view/65323 |
| Access Level: | acceso abierto |
| Palavra-chave: | Special Education Curricular Pedagogical Projects Undergraduate Teaching Courses. Educación Especial Proyectos Pedagógicos Curriculares Licenciaturas. Educação Especial Projetos Pedagógicos Curriculares |
| Resumo: | The Curricular Pedagogical Projects of undergraduate courses presuppose training inspired by inclusive conceptions, in accordance with current legislation. This research aimed to analyze the projects of undergraduate courses at Universidade Federal do Acre, regarding the facilitating aspects of job training, based on the assumptions of Special Education. Six projects were analyzed, through descriptive and bibliographic studies. The results showed conceptions and perspectives of inclusive practices in the curricular components, in the basic and complementary references, as well as in the supervised internships, which are carried out after training in curricular components of Fundamentals of Special Education and Brazilian Sign Language. The teacher’s training was a proposal arising from these analyzes, aiming at incorporating the assumptions of Special Education into the educational practices of higher education teachers. The legal documents that supported the changes in this regard date from 2015. However, in 2019, the advent of changes in the National Curriculum Guidelines for teacher training constitutes a challenge for other changes in the projects of these courses. |
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