Educação especial e formação de professores: análise dos cursos de licenciatura da UFMS

The study investigates how special education has been incorporated into initial teacher education through the analysis of the Pedagogical Projects of undergraduate teacher education programs at the Federal University of Mato Grosso do Sul. The research was conducted through a documentary analysis of 56 teacher education programs offered across the institution’s different campuses, examining the nature, workload, course codes, and offering periods of subjects related to the theme. Although special education is understood in a broad sense, the results reveal that the curricular approach of the programs focuses almost exclusively on two mandatory subjects: Special Education and Brazilian Sign Language Studies (Libras), which are present in 98.21% of the analyzed programs. It was also found that 19 programs offer elective subjects related to special education and that 32 teacher education programs include more than two subjects linked to the theme, indicating isolated initiatives for curricular deepening. It is concluded that, despite the existence of a minimum institutional core, there are significant variations that reflect different levels of curricular commitment to teacher education aimed at the effectiveness of special education.