As políticas e as competências para a educação inclusiva: o caso dos formadores dos Institutos de Magistérios Primário

Abstract

The technical-professional needs of most of the teachers of basic education, in service at IMAP, are one of the causes of the difficulties that teachers trained by them experience in schooling children, young people and adults with special educational needs or disabilities. Not being sufficiently prepared to deal with inclusive education, primary school teacher trainers do not convey, in their students, teaching strategies and methodologies that facilitate the learning of their students, considering the diversity they present in terms of capacity, motives, expectations, rhythms , culture styles and moments to learn. When analyzing the Mozambican educational policy, observing the trainers of Matola's IMAP in the orientation of the classes and identifying the profiles of those who are in service in the country's IMAP, it was proved that, generically and from the perspective of inclusive education: (i) the policies are out of place to subsidize the practices and the enhancement of the teaching function of the trainers of primary teachers: (ii) most of the behaviors exhibited by some trainers of Matola's IMAP, in the orientation of their classes, are not favorable to promoting inclusive education: and (iii) most of the trainers surveyed and in service at IMAP do not have the appropriate qualifications to teach in basic education. To understand this problem, a philosophical-conceptual discussion was made based on the constructivist-humanist approach that involves the processes of learning and development of adults and the training of teacher educators in basic education. In order to solve the problem, it is pertinent to provide: (i) the formulation of inclusive educational policies in the Mozambican education system: (ii) enhancing the role of the teacher of teacher educators in basic education to act in educational contexts that promote inclusive education: ( iii) the leadership of universities, particularly public ones, in the training of trainers of primary teachers based on the paradigms of reflection-in-action and practical rationality(TRADUÇÃO NOSSA)