Abstract

BASSO, Sabrina Pereira Soares  and  CAMPOS, Luciana Maria Lunardi. Teaching License in Sciences and Inclusive Education: the vision of the graduates. Rev. Elet. Educ. [online]. 2019, vol.13, n.2, pp.554-571.  Epub Jan 01, 2020. ISSN 1982-7199.  https://doi.org/10.14244/198271992522.

In Brazil, the inclusion of students with special educational needs (SEN), especially those with disabilities, is a recent topic in research on science teaching. Existing research within this field is more focused on classroom practice and didactic materials. A study was carried out within the undergraduate teaching licensing courses in the public universities of the state of São Paulo (USP, Unicamp and UNESP) which aimed to analyze the training of Science teachers for the inclusion of SEN students. The work presented here is a portion of this study and it aims to present and discuss the students’ perception about their initial training for the inclusion of students with SEN. The survey was conducted with 236 students in their final year of undergraduate courses in Biology, Physics and Chemistry. From the graduate’s responses, it was determined that teacher training courses have underprepared future teachers to work with students with disabilities, and most of the graduates do not feel prepared to teach students with SEN. In these courses there is little discussion of Inclusive Education and when there is discussion, it occurs in a non-systematized form and only in specific instances. This data is worrying, since these future teachers will teach classes for students with SEN without understanding Inclusive Education and without perceiving themselves as prepared, which can ultimately lead to discouragement and disinterest within the teaching profession.

Keywords : Initial training; Science teaching; Inclusive education; Special education.

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