Desvelando o território da educação inclusiva na formação inicial de professores de geografia: os projetos pedagógicos da UFPA e IFPA em análise

Abstract

The object of my study was defined as the guiding principles for an inclusive education and the concept of competence in the Pedagogical Projects of this initial training courses for teachers of Geography offered by public higher education institutions in Bethlehem, PA. In order to analyze whether the Pedagogical Projects of public higher education institutions in Bethlehem PA-built for the undergraduate programs in Geography, considering the curriculum contributes to inclusive education of teachers from the powers provided in the current Brazilian legislation. Searching through the literature and documentary establish a comparison between theoretical frameworks on inclusive education and skills for teacher training and educational projects of undergraduate programs in Geography UFPA and IFPA offered in Bethlehem, PA constructed from the requirements of the DCN to Training for Basic Education Teachers and identify the degree of alignment of these courses to the requirements and official guidance with regard to skills development for the treatment difference and diversity. Also, identify the jurisdiction adopted the concept of educational projects. I found that the pedagogical project of the degree course in Geography UFPA adopts the concept of inclusive education as a synonym of Special Education, being limited with regard to inclusive education more generally, that meets the diversity and difference. Regarding the conception of competence, it follows that the DCN, based on genetic psychology with direction for human capital formation. Since the project's educational degree course in Geography from the IFPA, presents a concept of inclusive education can develop a school attendance diversity and difference. Across several disciplines providing theoretical discussion and through academic activities in the field, noted in the locus of school inclusion experience. The conception of competence is reflected in a eclectic, both strong features of behaviorist psychology, and genetic psychology, and some fragments of the socio-cultural psychology.