TEACHER TRAINING FOR INCLUSION IN HIGHER EDUCATION

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DOI:

https://doi.org/10.31501/guia.v1i1.15850

Abstract

The inclusion of students with disabilities and neurodivergence in higher education has expanded significantly in recent years, driven by legislative advances and the recognition of diversity as a right. However, the implementation of this process still faces structural, symbolic, and formative obstacles. This article discusses the importance of understanding inclusion as a symbolic, emotional, and intersubjective phenomenon. Based on an analysis of research with university faculty, the article presents the challenges, advances, and possibilities that emerge from the university experience. It concludes that promoting an inclusive university requires not only structural and political changes, but also transformations in the subjective meanings that underpin pedagogical practices.

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Author Biography

Bettina Steren, Pontifícia Universidade Católica do Rio Grande do Sul.

She holds a degree in Education from UFRGS (1986-1989) and a PhD in Developmental and Educational Psychology from the University of Barcelona (1991-1996). Postdoctoral fellow at the College of Education, The University of Texas at Austin, USA (2009-2010). Visiting professor for six months through the CAPES PRINT program at the University of Barcelona, Department of Didactics and Educational Organization/Esbrina Research Group (2020). She is a professor at the School of Humanities in the Graduate Program in Education and the Pedagogy Course. Coordinator of the Graduate Program in Education and the Research Group “Motivational Processes in Educational Contexts” at PUCRS. Coordinator of the Specialization Courses in Psychopedagogy since 2005 and Transformative Education (PUCRS/UOL) since 2019. She is a Research Productivity Fellow - PQ/CNPq 1D. From 2014 to 2015, she was teaching coordinator in the graduate dean's office at PUCRS, and from 2015 to 2017, she was associate dean of the School of Humanities at the same institution. She has been a member of the RedGuia Coordinating Committee since 2010 and has coordinated the same network since 2017. In addition, she participates in science and technology management bodies such as: FAPERGS (member of the Education Committee and Ad Hoc advisor), CNPQ, and CAPES (Ad Hoc advisor). She has experience in the field of Educational Psychology, with an emphasis on teaching and learning processes, working mainly on the following topics: teacher training, motivational processes, creative teaching methodologies, teacher discomfort, and teacher well-being.

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Published

2025-10-23

Issue

Vol. 1 No. 1 (2025): Lanzamiento

Section

Research Paper

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