A formação inicial em Licenciatura em Educação Especial na perspectiva dos egressos

The initial training of the teacher manifests itself as one of the most relevant moments of the professional development and the emptying and the disqualification that this stage of the teaching professionalization has suffered in recent times due to neoliberal provisions has become unsettling. In the Special Education’s field, the situation is even worse given the lack of initial training courses associated with a policy of continuing training and remotely. The present study of qualitative nature of the exploratory type aimed to investigate the importance of the initial training in Special Education Degree from the perspective of graduates. The results indicate that the specific initial training in the area seems to promote identity construction and professionalization since the moment the young people enter the university and this is strengthened as they advance in the course. In addition, the course seems to encourage positive attitudes related to the inclusion and the lessening of prejudice.