Banca de QUALIFICAÇÃO: LOYANE GUEDES SANTOS LIMA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LOYANE GUEDES SANTOS LIMA
DATE: 30/12/2025
TIME: 17:00
LOCAL: Sala de Atos FE3
TITLE:

Initial Teacher Education in Brazil's Licenciatura Programs: Theory and Practice in Special Education from the Perspective of Inclusive Education.

KEY WORDS:

formação inicial de professores; educação especial na perspectiva da educação inclusiva; licenciaturas; Projetos Pedagógicos dos Cursos

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Complete Translation with Justifications This thesis project, linked to the Graduate Program in Education at the University of Brasília (UnB) and to the line of research "Pedagogy, Teacher Formation, Curriculum, and Assessment (PDCA)," investigates the initial training of teachers in Brazilian teacher education programs, with a focus on the relationship between theory and practice in the approach to Special Education in the Perspective of Inclusive Education (EEPEI). A member of the research group on Studies and Research on Teacher/Pedagogue Formation and Practice (GEPFAPe), funded by FAP-DF and CNPq, the thesis problematizes the epistemological bases of licentiate programs in Brazil, highlighting the disputes and tensions between inclusive policies and hegemonic pedagogical projects. The central question is to understand how initial training articulates theory and practice in EEPEI. The specific objectives include delineating the research object, justifying the method, mapping scientific productions, systematizing epistemological elements in the Pedagogical Projects of the Courses (PPCs), analyzing curricular organization, capturing teachers’ conceptions about EEPEI, identifying the form-content relationship, and proposing elements for initial training that promote inclusive learning and teaching. The theoreticalmethodological framework rests on historical-dialectical materialism, with authors such as Marx, Kosík, and Cury, and engages with thinkers in educational policy, epistemology of praxis, and Special Education, such as Gramsci, Vygotsky, and others. The methodology is quanti-qualitative, based on the dialectical categories of totality, contradiction, mediation, and historicity, with data collection through documentary analysis and structured narrative interviews with teachers and coordinators. The study aims to support curricular reforms and public policies that strengthen an inclusive, critical, democratic, and emancipatory education

COMMITTEE MEMBERS:
Externa à Instituição - MARIA HELENA MICHELS - UFSC
Externo à Instituição - DOUGLAS CHRISTIAN FERRARI DE MELO - UFES
Presidente - 1691630 - KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
Interna - 2673303 - SINARA POLLOM ZARDO