A Concepção de Educação Especial na Perspectiva Inclusiva na Formação Inicial do Pedagogo

Abstract

This research is part of the Line of History and Educational Policy, its starting point is the questioning about the conception of Special Education from an inclusive perspective that permeates the National Curricular Guidelines (DCNs) for the Bachelor's Degree in Pedagogy. The study was structured around the following problem: how do the National Curricular Guidelines advocate, in the initial training of pedagogues, the conception of special education from an inclusive perspective? The general objective is to analyze the conception of special education from an inclusive perspective in the initial training of professionals, present in the curricular guidelines. The specific objectives were defined: a) to contextualize the history of special education from an inclusive perspective in the Brazilian scenario; b) discuss the implications of the guidelines of national and international organizations on Brazilian educational policy; c) to understand the conception of special education from an inclusive perspective in the National Curricular Guidelines for the initial training of pedagogues. The study was based on the works of Lev Semionovitch Vygotsky (1983, 1991) Dermeval Saviani (1995, 2007, 2008a, 2008b, 2008c, 2009, 2011, 2012, 2016, 2017, 2021), Sonia Shima Barroco (2007, 2011, 2015) and Vera Maria Peroni (2010, 2015). The research was based on historical-dialectical materialism, since the object of the research is changeable and is part of the educational reality of social subjects today and that society is formed by individuals who have different conceptions related to their social practice. The research was of a basic nature, qualitative in nature, with bibliographic and documentary procedures, using as sources the CNE/CP Resolution No. 1/2002; CNE/CP Resolution No. 1/2006; CNE/CP Resolution No. 2/2015 and CNE/CP Resolution No. 2/2019. The study revealed that the National Curricular Guidelines establish in a weak way the recommendation of the concept of special education from an inclusive perspective in the initial training of the pedagogue. This was brought about due to the lack of presenting, in a clear and objective way, the acquisition of knowledge about the peculiarities of students with disabilities, since they do not specify what this knowledge would be. Another factor is that the verticalization of pedagogue training is related to submission to the provisions of the DCNs, which implies disregarding the subjectivity of the pedagogue and his/her social practice, the school and students with or without disabilities. It is important to highlight the influence of international organizations and neoliberal policies that contribute to successive changes in educational reforms through the insertion of official documents to be adopted by the signatory countries. Finally, the lightened training, through privatizations with an emphasis on technical education, which disregards solid theoretical training and historically accumulated content.