Teachers' Degree Courses: Teacher Training for Acting in the Perspective of Education for Diversity

Brazil's current educational policy indicates that regular education systems must be prepared to admit all students, respecting the diversity that constitutes them. This principle, basis of inclusive education, cannot concern only to the special education students. With regard to deaf students, inclusive education should be understood as the respect for linguistic and sociocultural differences constitutive of this group and therefore should secure them spaces where Libras constitute the dialogue language/instruction (UNESCO, 1994, BRASIL, 2005). To carry out this policy, teacher education becomes a central point. With the aim of understanding four teachers' degree courses offered by a unit of a state public university, two undergraduate researches were developed. For this, analysis of the curriculum and teaching plans that address the thematic inclusion/inclusive education, special education and deaf education were developed, as well as interviews with teachers and students. It was observed that the concept of inclusion, addressed by political, sociological, and thus ideological point of view, established little dialogue with educational practices; it still undergoes reduction of the concept to students with disabilities. We conclude that the training focused on diversity is not yet a reality in these courses.