Listening in order to think about teacher education on inclusive contexts

Abstract

Thisarticleprovidesadiscussionthatemergesinthecourseofuniversityteachinginthefaceofthechallengesandexpectationsthatteachingpracticeimposesonfutureteachers.Alongthispath,oneoftheaspectsthatdrawstheattentionofteachers/researchersintheareaofschoolinclusionisthedifficultycommonlyfacedintheeffectivenessofinclusionandschoolingofstudentswithdisabilities,andalso,howstudentsbuild,duringtheirinitialteachertraining,atheoreticalandpracticalknowledgefavorabletoworkingwiththesestudentsinbasicschools.Thus,thisresearchoriginatingfromaPIBICprojectalreadyconcluded,fromtheStateUniversityofAlagoas(UNEAL),aimsto:problematizetheinitialteachers’spracticeininclusivecontexts,consideringtheschoolinclusionofstudentswithdisabilitiesinbasiceducationschools.Inthemethodology,weusedaqualitativeresearchandthedatacollectionwascarriedoutthroughtwoconversationcircleswith21studentsatUNEALfromundergraduatecourses.Thefieldnotebookandthewritingofaletterwereusedtorecordconversationsandexperienceswithgraduates.Theresultspointtotheimportanceofmomentsinwhichallundergraduatecoursescould,together,addresstheexistinggapsinthecourses,becauseaccordingtostudentsthelackofpedagogicaldisciplineswithaninclusivebiasinundergraduatecoursesdirectlyinfluencestheprofessionaltheywillbecome.Theresultsalsoshowhowrelevanttheexchangeofexperiences/informationthatthesemomentsprovideisrelevantandaddtothedevelopmentoffutureteachers.Thus,weconcludethatthetrainingofteachersfocusedonaspectsrelatedtoinclusioneffectivelyrespondstothechallengesofaneducationthataimstowelcomeandeducateeachstudentwhoattendsschools,whichpresupposes,therefore,acarefullookfortheinitialteachertraining,callinghighereducationinstitutionsinordertoreviewthetrainingofferedintheircourses.

Keywords

• student
• disability
• inclusion