SPECIAL EDUCATION IN THE PEDAGOGY COURSE: CONSIDERING TEACHER TRAINING AT UFSM AND UFRGS

Abstract

This article seeks to understand the training of teachers in the Pedagogy Courses at UFSM (Federal University of Santa Maria) and UFRGS (Federal University of Rio Grande do Sul) in order to know whether educators are being prepared to work with Inclusive Education in regular schools. To this end, we carried out qualitative and documentary research, analyzing the Pedagogical Political Projects and the Curricular Matrices of the aforementioned course in these institutions to identify the curricular components related to the topic and the class hours available for this. We based the study on authors such as Bardin (2016), Gil (2007) , Minayo (2006) and Santos (2001), in addition to historical and analytical aspects on the subject, aiming to answer the disturbing questions about welcoming and working with students with disabilities in regular schools today. The objective of this work is to analyze the curriculum of the two Universities in question in order to assess whether the trained pedagogues are prepared to face the challenges of inclusion in regular schools in accordance with current legislation. In this sense, we examined and accounted for the workload made available for this purpose and presented the results of that analysis and presented the considerations reached after this undertaking.