Educação Especial na Educação do Campo: formação de professores em universidades públicas do Rio Grande do Sul

How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education.Como atualmente se apresenta a Educação Especial na formação de professores nas Licenciaturas em Educação do Campo? Para responder esse questionamento, é necessário um estudo sobre como os saberes da Educação Especial são produzidos na formação para a Educação do Campo. A partir de pesquisa em documentos específicos, foram analisados Projetos Pedagógicos de Curso (PPC) da Licenciatura em Educação do Campo (LEdoC) e Planos de Ensino das disciplinas que abordam a temática da Educação Especial, em cinco universidades públicas no estado do Rio Grande do Sul. Constatam-se a invisibilidade, o isolamento e a fragmentação dos saberes da Educação Especial em relação aos demais saberes da grade curricular de formação em Educação do Campo. Dessa forma, destaca-se a necessidade de compreender a formação docente como uma prática que requer investimentos permanentes para a constituição de uma cultura de corresponsabilidade. Essa cultura pode ser produzida no diálogo entre distintos campos de saber, interconexão de estratégias metodológicas, investimentos em percursos formativos e desvinculação do paradigma da inclusão dos saberes exclusivos do campo da Educação Especial. Palavras-chave: Educação Especial, Educação do Campo, Formação Docente, Inclusão.   Special Education in Rural Education: teacher education in public universities in Rio Grande do Sul ABSTRACT: How has Special Education been presented to teachers attending teaching courses in Rural Education? In order to answer this question, it is necessary to study how Special Education knowledges have been produced in teacher education intended for Rural Education. From a research into specific documents, we have analyzed Pedagogical Projects of teaching courses in Rural Education, and Teaching Plans of disciplines addressing Special Education, in five public universities in the state of Rio Grande do Sul. We have found that Special Education knowledges have been marked with invisibility, isolation and fragmentation in relation to other curricular knowledges in Rural Education. Hence, we should highlight the need to understand teacher education as a practice requiring continuing investments in the constitution of a co-responsibility culture. This culture may be produced through a dialogue between different fields of knowledge, interconnection of methodological strategies, investments in education, and detachment from the paradigm of inclusion of knowledges that are exclusive to the field of Special Education. Keywords: Special Education, Rural Education, Teacher Education, Inclusion.   Educación Especial en la Educación de Campo: formación de profesores en universidades públicas en Rio Grande do Sul RESUMEN: ¿De qué manera se presenta actualmente la Educación Especial en la formación de profesores en las Licenciaturas en Educación del Campo? Para responder esta cuestión, es necesario un estudio sobre cómo los saberes de la Educación Especial son producidos en esta carrera. A partir de una investigación en documentos específicos, fueron analizados Proyectos Pedagógicos de Curso (PPC) de la Licenciatura en Educación del Campo (LEdoC) y Planes de Estudio de las disciplinas que abordan la temática de la Educación Especial en cinco universidades públicas en el estado de Rio Grande do Sul. Se puede constatar la invisibilidad, el aislamiento y la fragmentación de los conocimientos de la Educación Especial en relación a los otros conocimientos del plan de estudio en la formación en Educación del Campo. De esta forma, se destaca la necesidad de comprender la formación docente como una práctica que requiere de inversiones permanentes para la constitución de una cultura de corresponsabilidad. Esta cultura puede ser producida mediante el diálogo entre distintos entornos de saber, interconexión de estrategias metodológicas, inversiones en recursos formativos y desvinculación del paradigma de la inclusión de los saberes exclusivos del ámbito de la Educación Especial. Palabras clave: Educación Especial, Educación del Campo, Formación Docente, Inclusión