INCLUSION POLICIES IN TEACHER TRAINING: STUDENTS AT TRAINING INSTITUTES CULTURAL COURSES

Abstract

The constant increase in inclusion policies, spread by national educational systems through the last decades, involved mainly the primary levels in education seeking to raise the retention and continuance rates. The ideal students’ courses could be measured in terms of beginning as well as completion of each level, gradually the design and development of actions for the superior level followed that logic.
Inclusion, then, became a whole concept intended to improve aspects of quality, encouraging retention and continuance. Currently, inclusion and quality demand a look at the type of experience offered to the students, recognizing new forms of exclusion within the system.
Our work presents an analysis of the inclusion policies in teacher training, focusing on students’ cultural courses, considering them to be an essential element for the understanding of the effective fulfillment of these policies.
This article is based on data obtained from research sponsored by INFoD and Salta´s Education Ministry for investigation in Teacher Training Institutes.
The survey gathers information from five institutions in Salta city and also the interior of the province, from a bibliographic and documentary analysis, thorough interviews and questionnaires applied with a qualitative –quantitative logic, with the view to describing and problem posing the focus over students’ cultural courses at higher levels.