Resumo

INES, Helena; SEABRA, Filipa  e  PACHECO, José Augusto. Inclusive curriculum management and teacher training in the 2nd Cycle of Basic Education in Portugal: Perceptions of coordinators of initial training courses. Rev. Port. de Educação [online]. 2022, vol.35, n.1, pp.310-330.  Epub 25-Jul-2022. ISSN 0871-9187.  https://doi.org/10.21814/rpe.21952.

This article focuses on a study on the perceptions of the coordinators of initial training courses for teachers of the 2nd Cycle of Basic Education (CEB), particularly on the way that the courses they coordinate prepare future teachers to work with students who show learning difficulties and need inclusive education measures. The question formulated - How do coordinators of initial training courses for 2nd CEB teachers perceive curricular and pedagogical differentiation in terms of working with students who need specific pedagogical support? - is part of a broader research project. In this text, the results of a qualitative empirical study are presented. The data were collected through an interview survey, carried out with coordinators (n=5) of Portuguese public higher education courses (four universities and a polytechnic institute). The results show that the coordinators identify a process of improvement in the initial training of teachers and in the specific area of curriculum management based on diversity, which involves students with learning difficulties or disabilities, so their conceptions are favourable to the relevance of the inclusion, anchored in a more comprehensive review of initial teacher education.

Palavras-chave : Diversity; Teacher training; Curricular management; Inclusion..

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