An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education

Abstract

What is the ideal training for specialist teachers? Would it be a specialized program from the beginning or a regular initial program combined with continuing specialized training? The answers to these questions are not supported by evidence since there are few studies focusing on this problem or comparing different training approaches. However, even without evidence that continuing education is the best model, much has been invested in continuing education policies, particularly in distance learning programs with short courses. On the other hand, there are also initiatives by a few universities offering programs with specialized initial training. Thus, the present study aimed to identify, describe and analyze undergraduate programs in special education at both public and private universities, with regard to their pedagogical project, course schedule and discipline program. In this documentary-exploratory study, we analyzed ten undergraduate programs in special education offered by eight universities, two of which were public and six private. According to our document analysis, the courses’ curricular frameworks have different characteristics since there are still no national curricular guidelines regulating the creation undergraduate programs in special education. Today, private institutions account for 75% of all universities offering these programs; however, the number of courses is insufficient for the needs of the Brazilian educational system. Therefore, it is necessary that the government take responsibility and prioritize the initial training of special education teachers.

Special education; initial teacher training; higher education; course pedagogical projects