An evaluation of the articulation of public policies on inclusive education in training of teachers at the State University of Maringá

Abstract

The article discusses the initial training of teachers from the perspective of inclusive education The current proposal for Inclusive Education is based on the Salamanca Declaration (Brazil, 1994a) - A document approved on 10 June 1994, at the World Conference on Special (eeds, in Salamanca, Spain–, which aims to guarantee to individuals with special needs integration within the school environment and development of their abilities using adequate resources). In particular, we investigated the articulation between public policies on higher educational and initial training of teachers in Licentiate degree courses at the State University of Maringá (UEM) (at this time there are 14 areas of teacher training in the UEM, namely: Physics, Chemistry, Mathematics, Sciences, History, Physical Education, Pedagogy, Philosophy, Geography, Social Sciences, Languages, Music, Biological Sciences, and Primary Education). The methodology used included routines of bibliographic and documentary research, and data collection by questionnaire. The results indicate the absence of incorporation of the inclusion principles in the initial training of teachers in this institution.