O papel da gestão na formação inicial de professores com vistas à educação inclusiva

Abstract

Considering the transversality of Special Educat ion, which passes through all levels, stages and modalities, it is the teacher’s role to complement and/or supplement the teaching of subjects with special needs. It is up to the regular teaching system to provide the basic education at all scopes for these subjects’ formation. Facing that, the importance of investing into the teacher’s formation is verified, for it is inside the academy that the first and one of the most important instruction and knowledge exchanging environments is found; there the professionals which will act tomorrow are formed. Therefore, this research intended to verify which organizational and structural alternatives UFSM’s management is or should be looking for in order to collaborate to a formation of teachers with qualification to act inside the inclusive school. From this central objective, this study proposed a reflection about the relations which courses’ and institution’s management establishes with educational inclusion oriented public politics, having the initial formation of future teachers as starting point. This action makes itself necessary as it will be reflected on the principles of a basic education with equality of rights and, above all, of quality. For that, a qualitative research was conducted by having, as subjects, the coordinators of UFSM’s teaching graduation courses. For data gathering, a survey with open questions, and also an analysis of the graduation courses PPCs. It was possible to realize that teachers’ formation quality to work inside inclusive education is being built, with many troubles being found, especially in relation to the teachers’ formation.