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INCLUSIVE EDUCATION IN HIGHER EDUCATION: FORMATIVE DEMANDS OF PROFESSORS AT THE STATE UNIVERSITY OF NORTHERN PARANÁ (UENP) – JACAREZINHO CAMPUS

Amália Rebouças de Paiva e Oliveira

Thayara Rocha Silva

Renata Aparecida Rossieri

Geisa Orlandini Cabiceira Garrido

Carla Holanda da Silva

Mauro Januário

Rosiney Aparecida Lopes do Vale

Ricardo Aparecido Campos


Keywords


Abstract

Inclusive Education encompasses the provision of education for all people, whether they have disabilities or not. This theme has been discussed for more than twenty years when we look at Basic Education, however, the inclusion of students Target Audience of Special Education in the University is currently beginning its rise. In order to promote the inclusion of students with disabilities, universities and higher education institutions have developed support centers to think about Inclusive Education. At the State University of Northern Paraná - UENP, in 2022 the Student Support and Assistance Center - NAE was created, in addition to offering pedagogical and psychological support to students, the center is also responsible for training teachers for Inclusive Education. This study aimed to identify the formative demands related to special education of university professors at UENP at the Jacarezinho Campus. For this purpose, a questionnaire was prepared and applied to 33 teachers from the Jacarezinho Campus. The data pointed to an increase in the number of students Target Audience of Special Education in undergraduate courses, and the growing concern and need of teachers to be trained to work with this public. The teachers pointed out the importance of the pedagogical support to be offered by the NAE and the themes of Special Education, the main one pointed out was the formative need to deal with students with Autism Spectrum Disorder. The collection of these data is extremely important because it allows the continuing education offered by the NAE to be in line with the real needs of the university, thus favoring a cultural and postural change to promote the inclusion of PAEE students.

DOI: https://doi.org/10.56238/sevened2024.041-001


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Copyright (c) 2024 Amália Rebouças de Paiva e Oliveira, Thayara Rocha Silva, Renata Aparecida Rossieri, Geisa Orlandini Cabiceira Garrido, Carla Holanda da Silva, Mauro Januário, Rosiney Aparecida Lopes do Vale, Ricardo Aparecido Campos

Author(s)

  • Amália Rebouças de Paiva e Oliveira
  • Thayara Rocha Silva
  • Renata Aparecida Rossieri
  • Geisa Orlandini Cabiceira Garrido
  • Carla Holanda da Silva
  • Mauro Januário
  • Rosiney Aparecida Lopes do Vale
  • Ricardo Aparecido Campos