Resumo

POKER, Rosimar Bortolini; VALENTIM, Fernanda Oscar Dourado  e  GARLA, Isadora Almeida. School inclusion and initial teachers training: the perception of students graduated in Education. Rev. Elet. Educ. [online]. 2017, vol.11, n.3, pp.876-889. ISSN 1982-7199.  https://doi.org/10.14244/198271992016.

Inclusive education implies decision-making that affects the school educational process and contests traditional practices, both from organizational and political point of view as well as didactic-pedagogical. The initial teacher training lies in this scenario and has presented limitations. Training courses, especially the degree in Education, have not been able to train the future teachers to effectively meet the needs and particularities of the target students of Special Education. In view of this context, the objective of the research was to identify, along with the graduating students of Education course of the Faculty of Philosophy and Sciences - UNESP / Marília (Brazil), their perceptions about such initial formation course, and verify whether it promotes a formation towards the perspective Inclusive education. Data gathering was carried out by means of the application of an online questionnaire via Google Forms platform, based on a quanti-qualitative analysis of the data organized in central themes related to teacher education in an inclusive perspective. The results pointed out the need for curricular restructuring of the course in order to prioritize the relationship between the disciplines dealing with Special Education content, and the others, as well as the inclusion of internship opportunities in inclusive classrooms to improve teacher education.

Palavras-chave : Initial teacher training; Education; School inclusion..

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