ANALYZING THE DISCOURSES ON INCLUSION IN THE PEDAGOGY COURSES AT IFES MINEIRAS

Abstract

Considering that the discourse on disability brings about effects on senses that take different directions – the disabled person is constituted by others and constitutes himself/herself – and considering that inclusion is the possibility given to students to wholly develop their potential, we aimed at analyzing the term inclusion as used in the Pedagogy courses at Instituições Federais de Ensino Superior de Minas Gerais (IFES Mineiras). As these meanings were revealed, we noticed that pedagogical practices still aim at normality, rather than at the inclusion paradigm. Therefore, we point out the need to educate teachers to deal with students pedagogically, taking into account their social, economic, and racial differences, as well as distinct values and beliefs. Thus, obstacles to the learning process would be eliminated and different forms of human existence would be taken into consideration.