Contemporaneous knowledge in initial teacher training to perform in an Inclusive Educational perspective

Abstract

Inclusive education is a right guaranteed to all in Brazil, and teacher training from the perspective of integral education seeks the comprehensive and multidimensional development of people. So, based on the research question: what knowledge in the area of special education from an inclusive perspective is considered relevant to contemporary teaching practice? This study aims to discuss contemporary knowledge in initial teacher training to work from an inclusive perspective for integral education, from the perspective of undergraduate students at a public university in northeastern Brazil. This is a descriptive qualitative study involving 165 students from undergraduate programs such as Pedagogy, Geography, Chemistry, Mathematics, Languages and Interdisciplinary Bachelor's degrees who answered an online questionnaire after completing a curricular component in the area of Special Education, offered at a public university in the Northeast. The results highlight that university students consider it relevant to know, among other topics, about the Individualized Education Plan, Curricular Adaptation, Assistive Technology (AT) and Universal Design for Learning (UDL). Themes that can be used as a basis for teaching practice, contributing to the teaching of Special Education students from an inclusive perspective for integral education, responding to the diversity present in schools.

Keywords

• teacher training
• university students
• inclusive education
• integral education
• diversity.