DO GERMINAR DE SEMENTES FORMATIVAS AO FLORESCIMENTO DE PRÁTICAS PEDAGÓGICAS INCLUSIVAS DE PROFESSORAS EGRESSAS DO PARFOR/MA

Abstract

This dissertation aimed to analyze the contributions that have emerged from the training of graduates of the PARFOR-MA Pedagogy Degree Program, for the implementation of inclusive pedagogical practices with students with disabilities. The theoretical framework supporting the investigation is anchored in studies on teacher training, inclusive education, and pedagogical practices, in dialogue with Nóvoa (1992), Pimenta (1997), Tardif (2013), Libâneo (2015), Mantoan (2003; 2015), and Sassaki (2010), among others, equally relevant for the necessary foundation. Methodologically, the research is characterized as qualitative, exploratory, and descriptive in nature. The data were generated through semi-structured interviews with four graduates of the Bachelor's Degree in Pedagogy from the National Program for Teacher Training in Basic Education (PARFOR), and the data were analyzed using Content Analysis, as proposed by Bardin (2016). The results demonstrated that: a) the teacher training carried out in the Bachelor's Degree in Pedagogy in PARFOR constituted a significant milestone in the professional trajectory of the graduates, building theoretical knowledge, enhancing and favoring the development of inclusive pedagogical practices in the classroom. However, the need for the formative process in the aspect of inclusion to be intertwined throughout the course was identified, providing opportunities for greater depth in the academic trajectory; b) The challenges experienced in the school context highlighted the need for structural and attitudinal transformations, as well as actions that ensure continuous formative support focused on inclusion, better working conditions, and adequate/accessible pedagogical resources; c) Inclusive pedagogical practices have been progressively improved in professional practice, based on the formative foundations of the course undertaken. Planning acquired new meanings, and play, games, and pedagogical resources were rethought to include the diversity of the classroom. These tools catalyzed the individual and collective capacity of the teachers to recognize themselves as agents of transformation. It is concluded that PARFOR has played a relevant role in teacher training and in promoting inclusive pedagogical practices, going beyond the technical and instrumental dimension, thus reaching ethical, political, and identity dimensions of teaching, in accordance with the principles of inclusive education.