INCLUSIVE PRACTICES IN PEDAGOGUE’S TRAINING: DIALOGUES FOR EMANCIPATION

ABSTRACT

The aim of this study was to investigate the knowledge of Pedagogy pre-service teaching undergraduate students from a public institution in the northern region of the State of Rio de Janeiro, Brazil, about inclusive practices in the conception of Universal Design. This is an action research of a qualitative nature with a formative scope, whose main theoretical and methodological reference was the dialogicity proposed by Paulo Freire. To develop the research, two focus groups and three formative dialogical encounters were held, with themes defined with the participants throughout the process. Among the results achieved, it was noticed that the students presented a modest understanding of inclusive practices within the conception of Universal Design, but they demonstrated potent reflections on the importance of the participation of all people in society. They questioned the processes of exclusion experienced in their personal history and observed in their daily lives, highlighting their critical-problematizing thinking. From a Freirean perspective, it is considered that, although the students did not have in-depth knowledge about the theme of the encounters, they demonstrated the desire to “be more”, with an openness to the transformation of the educational reality and to the construction of a liberating education for all people. They also highlighted the methodology of the encounters, emphasizing the transformative potency of the formative experience.

KEYWORDS:
Inclusive education; Right to education; Training; Pedagogy; Universal Design.