GRADUATES' CONCEPTIONS ON THE FUNDAMENTALS OF SPECIAL EDUCATION: PROXIMITIES AND DISTANCES WITH INTEGRAL EDUCATION

APROXIMAÇÕES E DISTANCIAMENTOS COM A EDUCAÇÃO INTEGRAL

Abstract

The number of hours a student spends at school does not determine whether he or she will have access to an integral education. The contemporary concept of Integral Education is related to multiple dimensions, including elements beyond the pursuit of intellectuality, and needs to be offered to everyone, including people who are targets of Special Education. With this in mind, the following problematization was carried out: understanding that conceptions are indications of attitudes, what are the conceptions of Pedagogy undergraduates and other graduates about the foundations of Special Education? Are these conceptions approaching or distancing themselves from Integral Education? In this context, the aim of the research, the results of which are contained in this article, is to relate the understanding of Pedagogy undergraduates and other graduates about the foundations of Special Education with the principles of Integral Education. A descriptive exploratory study with a qualitative approach was carried out, using virtual questionnaires to collect data from undergraduates studying Pedagogy and other degrees at a public university in northeastern Brazil. The responses obtained were read and organized into six categories, which made it possible to understand that in the research in question, undergraduates in the Pedagogy course and other degrees, have understandings about the foundations of Special Education that are close to the principles of Integral Education.