Construções discursivas da inclusão na formação inicial docente: uma análise bakhtiniana de produções acadêmicas, documentos institucionais e enunciados estudantis

Abstract

This thesis is characterized as a qualitative, exploratory, and interpretative study, grounded in the Bakhtinian theoretical framework, particularly the concepts of dialogism (Bakhtin, 2011), alterity (Bakhtin, 2010), utterance (Bakhtin; Volóchinov, 2014), discursive genre (Bakhtin, 2016), and ideology (Bakhtin; Volóchinov, 2014). Its general objective is to analyze the constitution of conceptions of inclusion in initial teacher education, considering the articulation among academic, institutional, and student discourses. The research corpus is composed of papers presented in Working Group 15 of the National Association of Graduate Studies and Research in Education (ANPEd), the Pedagogical Course Projects of undergraduate teacher education programs at the Federal University of the Triângulo Mineiro (UFTM), and questionnaires administered to undergraduate students from the same institution. Data collection involved the analysis of Pedagogical Course Projects, the examination of works presented at ANPEd’s Working Group 15, and the application of questionnaires to students. The responses were interpreted in light of the concepts of dialogism, alterity, and utterance, with the aim of apprehending the meanings attributed to inclusive education and the tensions between formative discourse and pedagogical practices. The results indicate that, within the dialogical movement between academic training and school practice, certain gaps are partially addressed while others are reconfigured, pointing to the historical, relational, and unfinished nature of teacher education for inclusion. The discourses of undergraduate students reveal both insecurities regarding work with students who are the target population of special education and the recognition of the transformative potential of inclusion as a social and educational practice. It is concluded that initial teacher education needs to strengthen the integration among public policies, pedagogical practices, and formative experiences that foster the development of critical, reflective teachers committed to a democratic and inclusive school. By considering the voices of undergraduate students, the research underscores the importance of understanding teacher education as a dialogical process and of consolidating institutional policies that ensure equitable and high-quality education for all.