A educação especial no ensino superior: uma análise do contexto político da educação especial no curso de Pedagogia da UFAM

Abstract

This paper research aims to analyze how the Legal Political Frameworks of Special Education to Inclusive Education have been contemplated in the Pedagogical Projects of the Pedagogy course of the Faculty of Education of the Federal University of Amazonas, from 1994 to 2015. In recent years it has been sought understand the trajectory of the course of Pedagogy in Brazil and its role in Higher Education as teacher trainer and promoters of social changes. It has been noticed in a large part of the Brazilian Universities, the need to debate on Special Education and Inclusive Education in the scope of teacher training courses, specifically in the bachelor's degrees. In order to carry out this research, it was proposed to analyze two Pedagogical Projects of the Degree in Pedagogy of the Faculty of Education of the Federal University of Amazonas, because they were the only ones that were built in an interval of thirteen years. As a method, the light of the ideals of dialectical historical materialism, we consider the dialectic movement to understand that education has always been political and that we need to be clear about what the Pedagogical Project of the Faculty of Education defends through what is put in the international and national documents on Special Education and Inclusive Education and what determines the Curricular Guidelines of the course of Pedagogy in the construction of its Pedagogical Projects. The methodological approach adopted was focused on the qualitative research with a documental analysis technique, using as object of this study the Pedagogical Projects of the course in the epigraph. As instruments of data collection were used in addition to the Pedagogical Projects of 1995 and 2008, the curricular matrices included in these Projects with a view on the disciplines Special Education and Inclusive Education. We take as theoretical basis support in the works of the authors Tanuri, Silva, Coutinho, Saviani, Pedagogical and Pedagogical scholars, among others. Orrú, Carneiro, Bueno, Gatti, Mazzotta, Zoccoli, Prieto, Ranieri, Kassar, Jannuzzi, Carvalho, Matos, Lasta, among others that deal with Special and Inclusive Education. Some international and national documents. And authors who talk about Pedagogical Project like Veiga, Masetto among others. The study points out that there is still much to do in the Pedagogy Course of the Faculty of Education, so that it can be considered truly inclusive. Since, in the period from 1994 to 2015, the Pedagogy course has not advanced much in relation to Special Education and Inclusive Education, which is clearly demonstrated in its Pedagogical Projects of the studied period. The research carried out demonstrates that the issues related to Special and Inclusive Education, required by the 2006 Curriculum Guidelines, have been answered only partially, in addition it is also verified that little progress has been made in the inclusive process, since there is a perceptible lack of interest in inclusive processes national legal and policy frameworks. The Pedagogy course of the Faculty of Education until the closing of the period of this research did not present any new Pedagogical Project that contemplated the new Curricular Guidelines of 2015, nor the new Law of Inclusion in 13,146 / 2015 and the National Plan of Education, whose it is valid from 2014 to 2024. From this context, it is possible to see how the process in relation to Inclusive Education walks in slow steps in the Pedagogy course of the Faculty of Education of the Federal University of Amazonas.