Special Education in Pedagogy courses: On training of teachers for inclusive education

Abstract

The aim of this theoretical essay is to discuss what was, what is and what could be the role of Special Education in teacher training courses, especially in the Pedagogy courses. A qualitative bibliographic study was done with the authors whose studies focus on theoretical framework in Pedagogy courses and teacher training Education, especially inclusive education, focusing mainly in the State of São Paulo. Public policies and guidelines that are the basis of teacher training were used for this study. Throughout the study it was emphasized the role of Special Education in teacher training before and after the enactment of the CNE/CP No. 1/2006 and, in the end, it was discussed the importance of knowledge about special education courses in teacher training, presenting the importance that this knowledge could have during the teachers’ initial training. The essay concludes that, despite the progress in these discussions, Special Education could have more space in the curriculum of these courses. Not necessarily by increasing specifi c subjects but by presenting topics related to the matter in other areas of curriculum.

Key words: teacher training, inclusive education, Pedagogy course.