SCHOOL INCLUSION AND SPECIAL EDUCATION: A STUDY OF THE PEDAGOGICAL COURSE PROJECTS OF IFG'S TEACHER EDUCATION PROGRAMS

Abstract

This article analyzed how school inclusion and Special Education were addressed in the Course Pedagogical Projects of undergraduate teacher education programs at the Federal Institute of Education, Science and Technology of Goiás, Goiânia Campus. The study was situated within the debate on initial teacher education and its relationship with public policies on Special Education from an inclusive perspective, considering legal advances and the challenges involved in their implementation in everyday school contexts. Methodologically, the research adopted a qualitative, exploratory approach, based on documentary analysis of the Course Pedagogical Projects of the undergraduate teacher education programs in Physics, History, Languages and Literature, Mathematics, and Music, published between 2018 and 2022. The analysis was conducted by identifying the concepts ‘inclusion,’ ‘school inclusion,’ and ‘Special Education,’ followed by the categorization of the contexts in which they appeared in the documents. The results indicated that the topic was present in the courses analyzed; however, its incorporation occurred in a contradictory manner, with advances, gaps, and different levels of articulation with teacher education: the concept ‘inclusion’ was the most recurrent, the expression ‘school inclusion’ appeared to a limited extent, and the Course Pedagogical Projects were more consistent in addressing inclusion as a formative, institutional, or curricular principle than in articulating it with pedagogical practices, supervised internships, and teacher education aimed at students served by Special Education.