Licenciaturas em matemática na Unesp: legislações, reestruturações e a disciplinarização da educação inclusiva
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Data
2019-02-21
Autores
Santos, Paula Cristina Constantino
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Diante de todas as multiplicidades que sempre existiram, mas que vem ganhando cada vez mais espaço para discussão, quando buscamos um mundo sem preconceitos e segregações, falar em inclusão se torna cada vez mais necessário. O professor tem um papel muito importante nesse processo e com isso uma responsabilidade ainda maior, e para lidar com esse cenário é preciso que os cursos de formação preparem seus alunos para estarem sempre em consonância com essas exigências. Decorrente de alguns decretos, deliberações e resoluções, os cursos de Licenciatura sofreram e estão sofrendo algumas mudanças em seu Projeto Pedagógico do Curso (PPC) para atenderem, dentre algumas exigências, a necessidade de se falar de inclusão na formação de professores. Diante disso, realizamos uma pesquisa de caráter qualitativo utilizando a metodologia da História Oral (HO) com o objetivo de elaborar uma compreensão do processo de reestruturação dos projetos pedagógicos dos cursos de Licenciatura em Matemática dos Câmpus da Unesp, com a inserção da discussão da temática Educação Inclusiva na grade curricular. Discutimos sobre a formação de professores de matemática, as políticas educacionais referentes à inserção desta temática e os desafios enfrentados no âmbito interno desses cursos. Observamos que esse processo foi turbulento, causando vários embates internos e que, em alguns câmpus, a inserção dessa discussão visou apenas a atender questões burocráticas.
In the face of all the multiplicities that have always existed, but that is gaining more and more room for discussion, when we search for a world without prejudices and segregations, speaking on inclusion becomes more and more necessary. The teacher has a very important role in this process and with it an even greater responsibility, and to deal with this scenario it is necessary that the training courses prepare their students to always be in line with these requirements. Due to some decrees and resolutions, undergraduate courses suffered and are undergoing some changes in their Pedagogical Project of the Course (PPC) to meet among some requirements the need to talk about inclusion in teacher training. In view of this, we conducted a qualitative research using the Oral History (OH) methodology with the objective of elaborating an understanding of the restructuring process of the pedagogical projects of the Undergraduate Courses in Mathematics of Unesp Campuses, with the insertion of the discussion of the theme Inclusive Education in the curriculum. We discussed the training of mathematics teachers, the educational policies regarding the insertion of this theme and the challenges faced in the internal domains of these courses. We observed that this process was turbulent, causing several internal strikes and that, in some campuses, the insertion of this discussion was only intended to address bureaucratic issues.
In the face of all the multiplicities that have always existed, but that is gaining more and more room for discussion, when we search for a world without prejudices and segregations, speaking on inclusion becomes more and more necessary. The teacher has a very important role in this process and with it an even greater responsibility, and to deal with this scenario it is necessary that the training courses prepare their students to always be in line with these requirements. Due to some decrees and resolutions, undergraduate courses suffered and are undergoing some changes in their Pedagogical Project of the Course (PPC) to meet among some requirements the need to talk about inclusion in teacher training. In view of this, we conducted a qualitative research using the Oral History (OH) methodology with the objective of elaborating an understanding of the restructuring process of the pedagogical projects of the Undergraduate Courses in Mathematics of Unesp Campuses, with the insertion of the discussion of the theme Inclusive Education in the curriculum. We discussed the training of mathematics teachers, the educational policies regarding the insertion of this theme and the challenges faced in the internal domains of these courses. We observed that this process was turbulent, causing several internal strikes and that, in some campuses, the insertion of this discussion was only intended to address bureaucratic issues.
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Palavras-chave
Formação de professores de matemática, Reestruturação curricular, Deliberações CEE, Teacher training in mathematics, Curricular restructuring, CEE resolutions