Special Education in initial teacher training: a mapping of theses and dissertations (2006-2020)

Abstract

When it comes to Pedagogy courses, within the scope of teaching, themes and contents about people with disabilities are commonly dealt with in curricular components that address Special and/or Inclusive Education. This article aims to present a mapping of theses and dissertations on special education and initial teacher training in Brazil, between 2006 and 2020. As a methodological approach, a bibliographic research, of a quantitative-qualitative nature, with a bibliographic survey using the ProKnow-C instrument, in the Capes Theses and Dissertations Catalog, with a bibliographic portfolio resulting from 18 documents. Through the content analysis of Bardin (2002), the following thematic and emerging categories were elaborated: i) interdisciplinarity; ii) superficiality; iii) relationship with the person with a disability; and, iv) (dis)articulation theory/practice. It was identified in the bibliographic portfolio produced that Education is the area where the theme is most explored, which is in line with the researched training itself, Pedagogy. It is observed that the components of Special and/or Inclusive Education are present in the curricular organization of Pedagogy courses. However, its presence is not indicative or guarantee of an initial formation committed to critical positioning and inclusive practices.