A FORMAÇÃO DE PROFESSORES UNIVERSITÁRIOS NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

Abstract

This dissertation is part of the Research Group Human Development and Special Education – GPDHEE, linked to the Coordination for the Improvement of Higher Education Personnel – CAPES and accompanied by Research Line 2 – Education, Culture and Society. It addresses the theme of University Teacher Training from the Perspective of Inclusive Education. Students with disabilities have sought their insertion and permanence in the regular network of Higher Education for many years through quality education and in conditions of equal opportunities, preserving respect for the differences contained in the university environment. However, this insertion faces challenges that relate to several factors and, among them, the absence of training of university professors in an inclusive perspective, which guarantees a quality education capable of respecting the uniqueness of each student. For this reason, universities need to be open to new ways of educating, renouncing conservatism and rigid forms of evaluation. The general objective of this dissertation was to analyze, in the academic productions available in the Database of the Brazilian Library of Theses and Dissertations (BDTD), published in the period from 2012 to 2022, studies on proposals and actions for the Training of University Teachers in the Perspective of Inclusive Education. To answer this purpose, the following guiding question was chosen: Is there training of university professors in the perspective of Inclusive Education capable of ensuring pedagogical strategies that overcome the logic of exclusion? The methodology used was through documental-bibliographic research, in which 26 products were selected, 15 dissertations and 11 theses. The analysis is based on the perspective of historical-dialectical materialism to understand how socioeconomic and political aspects mediate the field of education and how this movement of production and reproduction of social life leads to the category of work. It is concluded that, since 2012, the scientific community has been registering the importance of looking at the training of university professors from an inclusive perspective, since their methodological practice does not meet the specificities of students with disabilities, although there is a discourse in favor of inclusion.

Keywords: University Teacher Training. Inclusive Education. Historical-Dialectical Materialism.