Formação inicial de professores para inclusão de estudante com deficiência: um estudo de caso no curso de licenciatura em biologia da UFRB

Abstract

Facing the growing scenario of inclusive education, it recognizes the importance of conducting research that depart from issues relating to educational inclusion of people with disabilities, especially in the case of courses that involve teacher training in order to be these actors school that primarily work directly with students with disabilities. Search “Teacher Education for Inclusion of Students with Special Needs: A Case Study in Degree in Biology UFRB" aimed to analyze the training of teachers at the Federal University of Recôncavo da Bahia as to prepare for action with pupils with disabilities. The locus of the research was UFRB Campus located in Cruz das Almas, Bahia which houses the Centro de Ciências Agrárias, Ambientais e Biológicas (the Center for Agricultural, Environmental and Biological Sciences). To develop this research the qualitative research approach to the methodological choice of case study with a view to deepening the studied phenomenon was adopted. The survey data needed to answer the problem of research involved: 1. Application Questionnaire with graduating students attending the last year of the Degree in Biology (DB) of UFRB; 2. Analysis of Political Pedagogical Project Course (PPC) of DB; 3 Semi-structured interview with the Semi-structured interview with the Coordinator of the College Degree in Biology. It could be observed throughout the discussions that emerged from the conceptions of learners and the manager, the recognition that the course has training activities to include very isolated at the discretion of faculty who teach the course curriculum components do not constitute a formative political to work in an inclusive context. From the analysis of the PPC of DB course can be seen that the course has no specific subjects in the area except Libras under Decree No. 5,626 / 05, and even brings a comprehensive perspective on their menus. In this way, the teachers that left this course are not prepared for the pedagogic work with students public target of the inclusion. One hopes that this inquiry could contribute so that the courses of teachers' formation in the UFRB secure a theoretical and practical base regarding inclusion, making possible the construction of knowledge that acts front the specificities of the groups.