ROMULO RENATO CRUZ SANTANA

TITLE: INCLUSIVE EDUCATION IN TEACHER EDUCATION IN HIGHER EDUCATION

ABSTRACT:The scientificity of inclusive education was consolidated after 1994, with the Salamanca Declaration, which took place through an analysis of the evolution of official documents and international legislations, which emerged since the Universal Declaration of Human Rights in 1948. To come at this perception, it is important to associate the general theme of this research with various theoretical and practical approaches, according to the requirements foreseen in specific laws and norms that emerge and evolve according to the advances in studies related to inclusion. Developing a research in this area of ​​knowledge implies the sensitivity to recognize its importance for the present and future generations, which reinforces the need for rigor and methods in this production. Thus, it is noteworthy that the proposed theme will address “Inclusive Education in Teacher Education in Higher Education”, in view of the close relationship with the analyzes and discussions already carried out under the Master of Education program, by the Federal University of Goiás - UFG - Regional Jataí. The overall objective is to understand teacher education in the context of inclusion and what public policies, in accordance with current legislation and international documents, have enabled regarding the demand for expansion of higher education in Brazil, with regard to people with deficiency. Thus, it was decided to develop the research according to the following specific objectives: Investigate how inclusive education has been approached over the years in teacher education, based on the historical evolution of studies on inclusion; discuss in the light of the legislation, how the inclusion took place at the international and national levels, and, consequently, the reflection on the qualification process of the teacher who works in higher education; to reflect if Postgraduate Studies (lato e stricto sensu) for Higher Education has been able to train teachers to work for inclusive education. We opted for a qualitative research, bibliographic and documentary, through the theoretical framework of Freire and Saviani, mainly by reviewing official documents such as: laws, decrees, resolutions, declarations, guidelines and national policies. The analyzes show a deficit in the continuing education of teachers to work in Higher Education, from an inclusive perspective, considering that the offer of courses in Brazil denotes the need to strengthen postgraduate programs (lato and stricto sensu) to meet demand, regarding the teacher in front of the person with disabilities. Given this factor, we have the possibility of combining these programs with the accessibility centers of Higher Education Institutions, such as UFG - Regional Jataí, because they provide material subsidies and technical resources to better understand the multidisciplinary proposal suggested for people with disabilities, according to the Brazilian Inclusion Law, which also advocates the importance of other education professionals and families of students involved in the academic context.