Política curricular e o dualismo educação especial x educação inclusiva: reflexões críticas sobre a formação no curso de pedagogia das universidades públicas do RJ

Abstract

This study we analyse the organization / implementation of the menus / curricula of (s) discipline (s) connected (s) to the kind Special Education of the courses of degree course in Pedagogy in the present public Universities of the Rio de Janeiro (UFRJ, UFF, UFRRJ, UNIRIO, UENF and UERJ). For such, the inquiry problematized the process curricular wrapping the teaching in his pedagogic-educational process in the formation of the future ones / the teachers / educationalists / them, considering the political directives of Special Education in the perspective of the included education (BRAZIL, 2008) and the Directives Curriculares National for the course of Pedagogy (BRAZIL, 2006). The approach – Methodological of the study was based on the Critical Theory of the Society, with distinction while thinking of Theodor Adorno, besides other scholars than they contributed for the analysis politician curricular in aspects relative to formation, education, diversity, culture and to an individual, when there is considering the tensioning of the social contradictions, obvious in prejudices and segregation imposed by the hegemony of the cultural industry in the capitalist society and in the education extents. The instruments and proceedings of collection of data were: documentary analysis of the menus / programs analytical, as regards kind Special Education with the respective wombs curriculares of the degree course courses in Pedagogy of the present public Universities of the Rio de Janeiro (state and federal in extent macro/micro local), legislation and documents, when the Special Education was specifically attributed and to the Pedagogy courses. The objectives of the present were: To analyse the conceptions of special education and included education in the Degree course courses in Pedagogy of the public Universities of the Rio de Janeiro, on basis of his official documents (wombs curriculares, analytical programs and menus of disciplines, etc.); to Characterize the politics curricular in what special education tells the included direction to itself in the kind in the context of the formation of the Course of Degree course in Pedagogy of the public Universities of the Rio de Janeiro; to Characterize the possible formation, in the current traineeship civilization, of the educationalists / them in what tells the construction to itself of to know and to do for teaching acting regarding the white-public one of the Special Education. The obtained results of the present dissertation showed that the initial formation of the teachers / educationalists and the curricula, as regards kind Special Education, has been little contributing for acting / to think about the human condition. In synthesis, the ideological / political struggles that pass by the forms of selections of certain knowledges in the Superior Teaching are aimed by it to a legitimation of knowing valid/not-valid corresponding to a uniform standard and homogenizer of curriculum, in which it prevails mechanisms of regulation / domination / fragmentation of the knowledges being spread like strategy of the capital, converting the formation in the context of the fetishism of the commodity, i.e. in knowing that they are not formers of criticism and they are transformed in you know of use (MACEDO, 2013). So, we end what the present curricula need to advance in the discussion on the organization / implementation between what is thought and when Special Education was defined as regards kind in the courses of degree course of the public Universities of the Rio de Janeiro