| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Dissertação de mestrado_2022127733 | 8.31 MB | Adobe PDF |
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O presente estudo teve como objetivo analisar a adequação da matriz curricular do curso de Pedagogia na preparação de professores para a inclusão escolar, bem como compreender a perceção dos estudantes acerca da formação em educação inclusiva durante a graduação. A pesquisa foi realizada em duas instituições de ensino superior localizadas na cidade de Brasília, Distrito Federal, Brasil, no ano de 2026. Adotou-se uma abordagem de natureza quantitativa, utilizando como instrumento de coleta de dados um questionário estruturado, aplicado a 106 estudantes do curso de Pedagogia. Os resultados indicaram que a educação inclusiva está presente nas matrizes curriculares e é reconhecida pelos estudantes como um componente relevante da formação docente. No entanto, verificou-se que essa inserção não garante, por si só, a efetividade do processo formativo, uma vez que foram identificadas fragilidades relacionadas à profundidade dos conteúdos, à articulação entre teoria e prática e à oferta de experiências formativas em contextos inclusivos. Também se constatou que o suporte pedagógico oferecido pelos professores formadores e as oportunidades práticas ao longo do curso ainda são percebidos como insuficientes por parcela significativa dos participantes. Concluiu-se que, embora haja avanços na incorporação da temática da inclusão nos currículos dos cursos de Pedagogia, persistem desafios importantes na formação inicial de professores, especialmente no que se refere à preparação prática e ao desenvolvimento da confiança para atuação em contextos inclusivos. Evidenciou-se uma contradição entre o reconhecimento da importância da educação inclusiva e a percepção de insuficiência na formação recebida, indicando a necessidade de revisão das propostas curriculares e fortalecimento das estratégias formativas.
This study aimed to analyze the adequacy of the Pedagogy curriculum in preparing teachers for inclusive education, as well as to understand students’ perceptions regarding their training in inclusive education during their undergraduate studies. The research was conducted in two higher education institutions located in Brasília, Federal District, Brazil, in 2026. A quantitative approach was adopted, using a structured questionnaire as the data collection instrument, applied to 106 Pedagogy students. The results indicated that inclusive education is present in the curricula and is recognized by students as a relevant component of teacher education. However, it was found that this inclusion alone does not ensure the effectiveness of the training process, as weaknesses were identified related to the depth of content, the articulation between theory and practice, and the provision of practical experiences in inclusive contexts. It was also observed that the pedagogical support provided by teacher educators and the practical opportunities throughout the course are still perceived as insufficient by a significant portion of participants. It was concluded that, although there have been advances in incorporating inclusion into Pedagogy curricula, important challenges remain in initial teacher education, particularly regarding practical preparation and the development of confidence to work in inclusive settings. A contradiction was identified between the recognition of the importance of inclusive education and the perception of insufficient training, indicating the need to review curricular proposals and strengthen training strategies.
This study aimed to analyze the adequacy of the Pedagogy curriculum in preparing teachers for inclusive education, as well as to understand students’ perceptions regarding their training in inclusive education during their undergraduate studies. The research was conducted in two higher education institutions located in Brasília, Federal District, Brazil, in 2026. A quantitative approach was adopted, using a structured questionnaire as the data collection instrument, applied to 106 Pedagogy students. The results indicated that inclusive education is present in the curricula and is recognized by students as a relevant component of teacher education. However, it was found that this inclusion alone does not ensure the effectiveness of the training process, as weaknesses were identified related to the depth of content, the articulation between theory and practice, and the provision of practical experiences in inclusive contexts. It was also observed that the pedagogical support provided by teacher educators and the practical opportunities throughout the course are still perceived as insufficient by a significant portion of participants. It was concluded that, although there have been advances in incorporating inclusion into Pedagogy curricula, important challenges remain in initial teacher education, particularly regarding practical preparation and the development of confidence to work in inclusive settings. A contradiction was identified between the recognition of the importance of inclusive education and the perception of insufficient training, indicating the need to review curricular proposals and strengthen training strategies.
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Educação inclusiva Formação docente Currículo Pedagogia Inclusão escolar Inclusive education Teacher education Curriculum Pedagogy School inclusion