GEIncluir: uma janela para o debate sobre inclusão no ensino superior

Abstract

In the Brazilian educational context, Inclusive Education has not yet been achieved as a practical model, as there is a rigid and flawed foundation that hinders the participation and socialization of all students in a flexible and appropriate environment. The lack of debate on this topic—especially in Higher Education during initial teacher education—contributes to the maintenance of a superficial view of inclusion, preventing both physical changes in educational institutions and attitudinal changes among those involved in the field of education. In this study, I aim to briefly contextualize the historical milestones of Brazilian Education up to the present moment (2025) and to report the importance that Study Groups (SGs), such as GEIncluir – the Inclusion Study Group of the Federal University of Ceará, have in initial teacher education. In addition, the specific objectives are: to highlight the importance of this group’s activities in initial teacher education; to identify the main challenges faced by GEIncluir; and to report the group’s contributions to my own teaching education. To this end, a qualitative, basic, and descriptive study was conducted, along with the writing of an experience report based on my involvement in GEIncluir. From April to December 2025, I coordinated and monitored the group’s meetings using an observation notebook. Among the aspects observed were: the participants’ overall attendance, the challenges faced in carrying out the planned activities, and the group’s feedback on the topics discussed. With this, I hope that this research may serve as an incentive for the creation and consolidation of other study groups with the same focus, contributing to the improvement of inclusive teaching practices and the deepening of studies in this field.