The national pact to strengthening the secondary education: limits and possibilities to formation and acting of teacher in inclusive education area

Authors

  • Karlane Holand Araújo UNIVERSIDADE FEDERAL DO CEARÁ (UFC)
  • José Melinho de Lima Neto Universidade Federal do Ceará.

DOI:

https://doi.org/10.5902/2318133818865

Abstract

The absence of Inclusive Education thematic field in Teacher's Education Program of the Pact for Secondary Schooling Strengthening was enough to generate concerns, thinking and the will to start a theoretic study aimed at analyzing the range of Legal fundaments for special education politics on an inclusive perspective. Confronting this perspective with the possibilities and boundaries of teaching training/making in secondary school as proposed in the referred Pact. Inclusion of students with special needs in regular educational system is, nowadays, the main directive on educational public politics in federal, state and municipalities programs. Thus, how is it possible to create a national program for secondary schools teachers‟ training not taking into consideration the curriculum and teaching practices in an inclusive education perspective? Would it not seem a paradox to start such a Pact for strengthening secondary schooling, excluding the basic principles of inclusive education from the studies and experiences exchanges that take place in teachers training? More and more students with special needs are enrolling at regular schools, and their placement in regular classes, without the necessary teaching qualifications, tend to increase the evasion rates and the age - grade distortion and failure; aggravating the exclusion pictures at schools; and thus, of social discrimination. One cannot promote social integration, if do not, cannot, also include in teachers training, the thematic field of inclusive education. Seen in these terms, it is expected in this paper, to bring up a discussion on inclusive education in teacher‟s training program of Pact for Strengthening Secondary Schooling; proposing the insertion, in particular, of inclusive education as a thematic field, also suggesting the development of complementary material to that end.

Key-words: inclusive education, teachers training, exclusion.

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Author Biographies

Karlane Holand Araújo, UNIVERSIDADE FEDERAL DO CEARÁ (UFC)

Mestranda em Educação Brasileira ( Linha de Avaliação Educacional)

Especialista em Gestão e Avaliação Educacional

Experiência em gestão escolar, docência no ensino médio e ensino superior.

José Melinho de Lima Neto, Universidade Federal do Ceará.

José Melinho de Lima Neto é estudante do curso de doutorado em Educação Brasileira no Programa de Pós-Graduação em Educação da Universidade Federal do Ceará. Mestre em Educação Brasileira e professor efetivo na educação básica do município de Pacajus - CE.
Endereço: Rua Papi Júnior, 2406 - 60441-700 - Fortaleza - CE - Brasil
E-mail: j.mlneto@outlook.com.

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Published

2016-12-15

How to Cite

Araújo, K. H., & Lima Neto, J. M. de. (2016). The national pact to strengthening the secondary education: limits and possibilities to formation and acting of teacher in inclusive education area. Regae: Revista De Gestão E Avaliação Educacional, 6(11), 68–84. https://doi.org/10.5902/2318133818865

Issue

v. 6, n. 11, jan./abr., 2017

Section

Artigos

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