Educação Especial na Formação Inicial de Professores: reflexões sobre os dispositivos legais

Abstract

This paper aims to present the norms that guide the organization of the curriculum in education in Pedagogy,
especially with regard to themes and content about people with disabilities. As a methodological approach, this
article presents a bibliographical study with documentary analysis, of a qualitative nature, of the guidelines,
resolutions, laws, decrees and other normative documents for the formation of the licensee in Pedagogy, having
as a starting point the National Curriculum Guidelines (NCG) of the course, 2006. Using Bardin's (2002) content
analysis, the study examined the course of special education, focusing on people with disabilities, based on the
main regulations aimed at teacher training. The results indicate that, in many cases, the demands of people with
disabilities were diluted when the regulations do not indicate concrete possibilities of compliance in order to put
into effect their own determinations. The simple presence of the subject of teaching for students with disabilities
in the text of the DCN is not a guarantee of initial training committed to a critical position and that arouses interest
in inclusive practices.