Desvelando o lugar da educaÃÃo especial nas matrizes curriculares dos cursos de Pedagogia e do Curso Normal Superior à luz da Teoria da InclusÃo

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

The present research, entitled âREVEALING THE ROLE OF SPECIAL EDUCATION IN THE CURRICULUM OF PEDAGOGIC COURSES AND IN THE REGULAR HIGHER EDUCATION COURSE, IN LIGHT OF THE THEORY OF INCLUSIONâ, investigates the structure or pedagogic courses and of higher education in Institutions of the city of Recife-PE, in order to identify content that contributes to the formation of the teacher on âInclusive Educationâ. The results of this research revealed that the existence of specific content, in the courses of Special Education/Inclusive Education, attends the present conception of a capacitated teacher in resolution CNE/CEB2/11/09/2001 of the MEC. It was found that With this curriculum, the teacher can prove that this content is included in his education formation. However, the existence fo this content alone, itâs not sufficient for the teacher to be considered capacitated to teach in joined classes, with students that present Special Educational Needs, since it is also necessary that the propositions over the curriculum, the evaluation of the teaching-learning process and the formation of teachers present inclusive perspectives that contribute to the construction of a school that prioritizes quality education for everyone, based on democratic principles and on the valorization of all and any diversity that is present in the educational system

ASSUNTO(S)

inclusive evaluation special education perspectivas inclusivas educaÃÃo inclusiva educacao educaÃÃo especial avaliaÃÃo inclusiva inclusive education inclusive perspectives formaÃÃo de professores teaching formation curriculum currÃculo

ACESSO AO ARTIGO

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