<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2014000200083</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v21n2p83-95</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O programa institucional de iniciação à docência e a formação de professores de biologia: desafios e perspectivas para a educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[The InstitutionalProgramfor Teacher Training inBiology: challengesand prospectsforinclusive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Poliana Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas  ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alfenas  ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>83</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2014000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2014000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2014000200083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Como se sabe, diferentes pol&#237;ticas educacionais, tanto no &#226;mbito nacional como internacional, firmam o direito de acesso &#224; escola para todos os alunos, inclusive aqueles com necessidades educacionais especiais. Entretanto, todas elas s&#227;o enf&#225;ticas no debate de que o sucesso deste processo depende das condi&#231;&#245;es de forma&#231;&#227;o e atua&#231;&#227;o docente. Assim, este estudo analisou os desafios e perspectivas de licenciandos do curso de Ci&#234;ncias Biol&#243;gicas no &#226;mbito do Programa Institucional de Inicia&#231;&#227;o &#224; Doc&#234;ncia (Pibid) da Universidade Federal de Alfenas (Unifal-MG). Participaram da pesquisa quatro acad&#234;micos cursando quarto e sexto semestres do referido curso, com um tempo m&#233;dio de vincula&#231;&#227;o ao Pibid de 11 meses. Como recurso para coleta de informa&#231;&#245;es, foi constitu&#237;do um grupo focal para discuss&#245;es que visavam caracterizar os desafios e perspectivas da forma&#231;&#227;o ante atem&#225;tica da educa&#231;&#227;o inclusiva. As informa&#231;&#245;es analisadas qualitativamente foram organizadas em eixos de an&#225;lise, evidenciando que a vincula&#231;&#227;o dos licenciandos ao Pibid/ Unifal-MG possibilita a compreens&#227;o hist&#243;rica e social da realidade educacional, no entanto, a indefini&#231;&#227;o de a&#231;&#245;es, modelos e pr&#225;ticas pedag&#243;gicas que contemplem alunos com necessidades educacionais especiais ainda &#233; um dos desafios latentes. As considera&#231;&#245;es finais do estudo apontam que a viv&#234;ncia no programa vem impulsionando os licenciandos a uma forma&#231;&#227;o com perspectiva cr&#237;tica e reflexiva. No entanto, s&#227;o lan&#231;ados ainda desafios te&#243;ricos e pr&#225;ticos quanto &#224; compreens&#227;o efetiva das quest&#245;es pol&#237;ticas, te&#243;ricas e pr&#225;ticas que configuram uma escola efetivamente inclusiva. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Different educational policies, both national and international, have affirmed the right to school for all students, including those with special educational needs. However, they all emphasize that the success of this process depends on the conditions of teacher training and practice. Thus, this study has examined the challenges and prospects for undergraduate students of Biological Sciences regarding the Institutional Program for Initial Teacher Training (Pibid) from the Federal University of Alfenas (Unifal-MG). Four students from the fourth and sixth semesters of this course, with an average time of 11 months in the Program, took part in the research. As a resource for data collection, a focus group was formed to discuss the challenges and prospects of teacher training aimed at inclusive education. Information was qualitatively analyzed and organized into lines of study, evidencing that the trainee students&#8217; participation in Pibid/Unifal-MG allows the historical and social understanding of the educational reality. However, the vagueness of actions, models, and practices directed towards pupils with special educational needs is still a latent challenge. Conclusions show that the experience in the program has led trainee students to develop a critical and reflective perspective. However, there are still theoretical and practical challenges to the effective understanding of political, theoretical, and practical issues that shape an effectively inclusive school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Como se sabe, las diferentes pol&#237;ticas educativas, tanto a nivel nacional como internacional, han firmado el derecho de acceso a la escuela para todos los estudiantes, incluyendo aquellos con necesidades educativas especiales. Sin embargo, todas ellas son enf&#225;ticas en el debate de que el &#233;xito de este proceso depende de las condiciones de formaci&#243;n y pr&#225;ctica docente. As&#237;, este estudio examin&#243; los retos y perspectivas de los estudiantes de licenciatura del curso de Ciencias Biol&#243;gicas en el marco del Programa Institucional de Introducci&#243;n a la Ense&#241;anza (Pibid), Universidad Federal de Alfenas (UNIFAL-MG). Participaron de la pesquisa cuatro estudiantes que asisten a el cuarto y sexto semestres de este curso, con un tiempo medio de 11 meses de vinculaci&#243;n a Pibid. Como un recurso para la recopilaci&#243;n de informaci&#243;n, un grupo focal de discusi&#243;n fue formado con el objetivo de caracterizar los retos y perspectivas de la formaci&#243;n teniendo en cuenta el tema de la educaci&#243;n inclusiva. Las informaciones analizadas cualitativamente fueron organizadas en l&#237;neas de an&#225;lisis, demostrando que la uni&#243;n de los estudiantes de licenciatura a Pibid / UNIFAL- -MG permite la comprensi&#243;n hist&#243;rica y social de la realidad educativa, sin embargo, la vaguedad de las acciones, los modelos y pr&#225;cticas de ense&#241;anza que incluyen a los estudiantes con necesidades especiales todav&#237;a son un de los retos latentes. Las conclusiones finales del estudio sugieren que la experiencia en el programa ha fomentado en los estudiantes una perspectiva cr&#237;tica y reflexiva. Sin embargo, todav&#237;a hay retos te&#243;ricos y pr&#225;cticos en cuanto a la comprensi&#243;n efectiva de las cuestiones pol&#237;ticas, te&#243;ricas y pr&#225;cticas que forman una escuela verdaderamente inclusiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="en"><![CDATA[Biology]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Biología]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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