Análise da formação inicial nas licenciaturas com relação à educação especial e habilidades sociais educativas

Abstract

In order to make school inclusion effective, it is essential that undergraduate courses include content and practices in their curricula in order to instruct future teachers in promoting the proper inclusion of students with special educational needs in the common classroom. Studies in the theoretical and practical field of Social Skills indicate interesting results to meet this demand and teacher training programs focusing on Educational Social Skills (ESS) indicate the promotion of pedagogical practices, capable of providing an educational environment that enhances conditions for a teaching process more effective. Thus, it was considered relevant to verify how this set of skills is contemplated in the initial teacher training. Thus, this study had as its general objective: to analyze the initial teacher training about teaching students with special educational needs; and as specific objectives - to identify curricular elements in the Pedagogical Course Projects (PCP), referring to Special Education, School Inclusion and Inclusive Education; identify curricular elements, in PPCs, related to ESS; characterize the ESS repertoire of graduation students. Thereby, a documentary research was carried out, with analysis of the PCP of the courses and a field research with the application of two instruments: ESS Inventory and Questionnaire on ESS and Special Education. In the field research, 63 students from the last two years of graduation - 25 of them in Literature, 25 in Pedagogy and 13 in Mathematics; and three teachers - one from the Literature course, one from Pedagogy and one from Mathematics participated. The results indicated a low presence of content on Special Education, School Inclusion and Inclusive Education, fundamental themes for the training of professionals who work in an inclusive perspective. The Pedagogy course was the one that most addressed the theme after graduation, while Letters and Mathematics covered only the discipline of Libras. As for ESS, it was found that undergraduate students in Pedagogy obtained the highest averages, which may indicate that in this course there would be greater exposure to elements promoting these skills. It is suggested to investigate such indications in future research, since the theme is interesting to think about inclusion and teacher education, whether in promoting social interaction or academic progress.