A educação especial inclusiva no currículo do curso de pedagogia: entre disputas e tensões

Abstract

This study is linked to the Research Line on Work, Politics and Teacher Training of the Postgraduate Program of the Federal Institute of Education, Science and Technology of Goiás (IFG). This research aimed to investigate the initial training of teachers in the Pedagogy course, with the general objective of analyzing the place of Special Education in the curriculum modeled on the Pedagogy Course at the Federal Institute of Goiás, Goiânia Oeste Campus. To achieve this objective, we examined how the National Curriculum Guidelines (DCNs) for teacher training indicate the inclusion of Inclusive Special Education in the curricula, we verified how the curriculum is modeled by the professors of the IFG Pedagogy course, and we analyzed the conception of Special Education contained in the curriculum of the IFG Pedagogy Course. This investigation was based on the method of historical-dialectical materialism, developed with a qualitative approach, of a descriptive nature, using data collection instruments such as bibliographic research and document analysis. The research involved a literature review, historical analysis of legal, normative, and formative milestones related to people with disabilities and teacher training, as well as a documentary analysis of the modeled curriculum of the Pedagogy course. In answering the initial question, "What is the place of Inclusive Special Education in the curriculum of the Pedagogy course at IFG?", the analysis revealed that Inclusive Special Education is present in subjects, as a methodological dimension of the course, and in attempts at curricular integration. The PPC (Pedagogical Project of the Course) indicates Inclusive Special Education as a perspective under construction, marked by a process of contradictions. Thus, the research showed that the debate about Inclusive Special Education is not exhausted by the offering of specific curricular components, nor can it be reduced to the individual disposition or initiative of the teacher. The findings indicate that the curriculum is configured as a field of disputes, traversed by tensions between the prescribed and the modeled, and at the levels of objectification, in which hegemonic processes, contradictions, and negotiations become visible. We also observed that, although initial teacher training operates with certain margins of autonomy, the homogenization of pedagogical practices reveals the incidence of macrostructural conditioning factors that extend beyond the individual sphere of the teacher. In this sense, the study reaffirms the academic and social relevance of the topic by contributing to the problematization of the curriculum of the Pedagogy course and the professional profile under construction, as well as opening possibilities for further investigation in the field.