INITIAL TEACHER EDUCATION FOR INCLUSIVE CONTEXTS: : SOME CONSIDERATIONS ABOUT THE MINIMAL FORMATIVE EXPERIENCE
This paper discusses the initial training of teachers for inclusive contexts. From the analysis of the curriculum of six undergraduate courses in three federal public universities, we identified two groups of disciplines that deal with special education and/or inclusive education. These disciplines...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Poiésis (Tubarão. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/18367 |
| Acceso en línea: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/18367 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores Licenciaturas Educação especial Deficiências Teacher training Undergraduate studies Special education Disabilities Formación del profesorado Estudios de grado Educación especial Discapacidades |
| Sumario: | This paper discusses the initial training of teachers for inclusive contexts. From the analysis of the curriculum of six undergraduate courses in three federal public universities, we identified two groups of disciplines that deal with special education and/or inclusive education. These disciplines have a minimum workload and presence in the courses. Despite this minimum, the subjects expand the debate related to the right to education, social justice, models of disability, capacitance, recognition and valuation of human diversity in the classroom. |
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