Estado da arte: o que dizem as monografias sobre a formação de professores para educação inclusiva no curso de pedagogia ?

Abstract

The present research proposes to analyze, in a general aspect, the monographs produced in the Pedagogy course of the University of the State of Amazonas, from 2015 to 2018, about the formation of the teachers who work with the target public student of special education and, objectively. specifically, map the monographs produced in the Pedagogy course that address studies related to the target public students of Special Education; identify studies that address the training theme; to problematize and discuss the data found in the monographs on teacher education that work with public target students of Special Education. The study is based on the legislation that deals with the inclusion and formation of teachers to work with target public students of Special Education (BRAZIL, 1996, 2001, 2008, 2009) and researchers like Glat (2007), Pletsch (2009). , Pimenta (2005), Vitaliano and Manzini (2010), Michels and Lehmkuth (2015), Romanowski and Ens (2006), Ferreira (2002), Aranha (2015). This is a qualitative research, of the State of Art type, whose source of investigation was the monographs of the Degree in Pedagogy. The method of data analysis was content analysis. The results indicate the growth of studies with the thematic formation of teachers who work with students target audience of Special Education in schools of the common education. Despite the existence of legislation providing for the training of these professionals, studies show that there are gaps and barriers in the preparation of teachers to meet the educational needs of these students.