The View Of The Students From The Education Course Concerning The Scholar Inclusion Of The Disabled Students [visão De Licenciandos Do Curso De Pedagogia Acerca Da Inclusão Escolar De Alunos Com Deficiência]

This article is the result of studies and reflection developed in the group of research Teacher's Training in Inclusive Educational contexts- FOCUS- It has as focus the initial training of teachers in the course of education from the State University of Paraná- Paranaguá- with the objective to highlight the view of students from the 4o grade of the course about the scholar inclusion of the disabled students in two perspectives: the first refers to their view as present and active subjects in the scholar context and the second is about the reflection that they do about their daily experience at school. The survey was carried on at the supervised internship classes, having as the instrument of research the focal group. Before the discussion in the focal group a record was done, in two classes taught by two pupils, also participants of the group, in two diifferent classrooms, both with students of inclusion. This recording was the object of discussion in the focal group and the recording of this discussion resulted in objects of reflection in the group of research Focus. In the debate the pupils stated the belief in the inclusive education, and arose the question of the teacher's role in the specific following up and the need of an articulate job as teacher, they mentioned the difficulties found in the teaching process, they had a self- evaluation and also pointed other ways of exclusion existent in the classroom, many times invisible even to the eyes of the teacher, thus it is considered that, to give opportunities to the student's reflection about their own practice also reflects about the pedagogical teaching in the teacher's training.362Buriasco, R.L.C., (1999) Avaliação em matemática - um estudo das respostas dos alunos e professores., p. 238. , Tese (Doutorado em Educação). Programa de Pós-Graduação em Educação. Universidade Estadual Paulista. MaríliaCarvalho, R.E., (2000) Removendo barreiras para a aprendizagem., , Porto Alegre: Mediação(2014), http://www.fonologica.com.br, Acesso em 22/07/2014Kind, L., (2013) Notas para o trabalho com a técnica de grupos focais, , http://www.pucminas.br/imagedb/documento/DOC_DSC_NOME_ARQUI20041213115340.pdf, Acesso em: 26-01-13Figueiredo, R.V., (2010) Escola, diferença e inclusão., , Fortaleza: Edições UFCGamboa, S.S., (2012) Pesquisa em educação: métodos e epistemologias., , 2 ed. Chapecó: Argos, 2012May, R., (1973) Psicologia e Dilema Humano., , Zahar Editores. Rio de Janeiro, 1973Moreira, M.A., Masini, E.F.S., (2006) Aprendizagem Significativa: a teoria de David Ausubel., , 2a ed. São Paulo: CentauroPantaleao, E., (2013) Educação especial: indícios, registros e praticas de inclusão., , (org.). São Carlos: Pedro & Joao EditoresPimenta, S.G., (2004) Estágio e docência., , São Paulo: CortêzPimenta, S.G., (2007) Saberes pedagógicos e atividades docentes., , São Paulo: Cortêz, 2007(2014), São PauloRodrigues, D., (2011) Educação inclusiva: dos conceitos as práticas de formação., , (org.). Lisboa - Portugal: Instituto Piaget(2014), http://www.schwartzman.com.br, Acesso em 22/07/201