A temática da educação inclusiva em projetos pedagógicos de cursos de licenciatura em ciências biológicas

Abstract

This investigation aimed to analyze how inclusive education is proposed in the Pedagogical Projects of Courses (PPC) of degree in Biological Sciences of the federal universities of the state of Minas Gerais. For this, a qualitative research of the documentary type was carried out, having as material for analysis, the PPC of the 17 mapped licensure courses. The data were analyzed based on the analysis of qualitative data by Robert Yin, which made it possible to recompose the data in terms of the “places” intended for the discussion of the topic in the curricula and the “purposes” associated with its presence in the disciplines. Regarding places, it was evident that the theme is addressed in mandatory curricular components, optional curricular components and in the space of extracurricular activities. Of the 78 disciplines identified, 79.5% (62) are mandatory disciplines, while only 20.5% (16) are optional, which shows a beginning of recognition of the theme of inclusive education in the surrounded territory of the curricula of Biology teacher training. It is noteworthy that this achievement of spaces in the curriculum was also represented by the diversity of purposes associated with the presence of the theme that could be identified and analyzed. These were organized into six categories, namely: i) Learn about Libras and aspects of education for the deaf; ii) Have teaching experience with PAEE students; iii) Train the Biology teacher to create inclusive didactic proposals; iv) Understand inclusive education in its different aspects; v) Reflect inclusion/exclusion beyond school; and vi) Develop scientific research on special education. It is expected that the analyzes constructed in this work will support future updates in the curricular structures of teacher training courses, mainly by pointing out and analyzing different paths for the inclusion of the theme inclusive education in the curricula. This will make it possible to transcend the space/time of the Libras discipline and focus on resources and teaching materials, in which inclusive education has been restricted.