A inclusão escolar e a formação de professores de ciências da natureza

Abstract

The present work had as objective to identify and to analyze the understandings on inclusive education of the professors of Natural Sciences. The data were collected through a research in the work of the National Meeting of Research in Science Education ENPEC. We identified 39 studies that identified with inclusion, however we selected 8 papers that focused on the inclusion and training of teachers in the area of Natural Sciences. The discussion of the data was based on content analysis (BARDIN, 2011). Two categories have been proposed, the first of which is 'teachers' understanding of school inclusion ', and the second is' teachers 'understanding of disability education in the field of natural sciences'. From this second category, we have created two subcategories that analyze the possibilities and difficulties for teaching students with disabilities. Thus, this work made an analysis of how teachers understand inclusion at the time of teaching. The results show that all teachers who work in the area of education need to increase their knowledge in special education, to know how to work with students with disabilities. Inclusion is a reality, but there are still many difficulties, among them, teacher unpreparedness, few continuing education courses, and full hours and little time to attend to those students who need special care. But we also found some possibilities of making didactic-pedagogical materials built by teachers to include students who need special activities.