Educação especial e o curso de Pedagogia (FACED/UFAM): o que o PPC nos revela?

Abstract

This study had the general objective of analyzing the Political-Pedagogical Project of the Pedagogy course at the Faculty of Education of the Federal University of Amazonas, focusing on initial training for the role of mediator or school support professional. It aimed to identify how the curricular components, syllabi, and training structure prepare pedagogues to work with children with special educational needs in inclusive regular classroom settings. To this end, the specific objectives were to examine the course's curricular structure, mapping the mandatory and optional disciplines that address special education from an inclusive perspective, and to analyze the syllabi and bibliographic references of these disciplines, verifying their alignment with national guidelines for teacher training in the field of special education. The research was developed using a qualitative approach, based on the document analysis of the Pedagogy course's Political-Pedagogical Project (2018 version), supplemented by related documents. The methodological procedure was guided by the perspective of qualitative epistemology, allowing for the exploration of the subjectivity and complexity inherent in training processes. The analysis focused on categories centered on the graduate's profile, the course's history with an emphasis on diversity, the syllabi of disciplines directly related to special education, and the activities of outreach centers, projects, and programs. The results revealed that the UFAM Pedagogy course is organized into seven formative axes, among which Axis 5 – Education and Diversity stands out. This axis aggregates mandatory curricular components such as Inclusive Education (FET054), Brazilian Sign Language - LIBRAS (HP123), and Education, Human Rights and Diversity (FEA005), ensuring a consistent theoretical-practical foundation for inclusive pedagogical practice. The analysis of the syllabi demonstrated that they align with national special education policies, emphasizing pedagogical mediation, curriculum adaptations, and collaborative work, although the training is characterized as generalist preparation for inclusion, not a specific specialization. The significant role of the Nucleus for Studies and Research in Differential Psychopedagogy (NEPPD) was also noted, which, through research and outreach, promotes integration between the university and public schools, fostering the construction of accessible and contextualized practices within the Amazonian reality. It was concluded that the course prepares pedagogues with competencies to act as facilitators of the inclusion process in regular classes, noting that more specialized practice, such as in Specialized Educational Services, requires complementary training at the postgraduate level or a second teaching degree.