Training of teachers and inclusive education a higher education institution

A comunidade científica é consensual quanto à importância de uma boa formação inicial para os professores e aderem ainda à idéia de que é necessária maior valorização docente. Tendo em vista esses aspectos, urge discutir os aspectos políticos, epistêmicos e pedagógicos dessa formação a fim de possibilitar compreensão crítica a respeito do tema. Além disso, sob a ótica da diversidade, realizamos uma discussão sobre a formação de professores de ciências para a Inclusão e sobre a diferença como uma característica da espécie humana e que isso, por si só, já advoga em favor da Inclusão escolar. Investigamos como uma Instituição de Ensino Superior em Jataí-Goiás (IES/Jataí) vem se preparando para responder à perspectiva da educação inclusiva no que diz respeito aos seus cursos de formação de professores de ciências (Biologia, Física, Matemática e Química) e para receber estudantes com deficiência. Para isso, realizamos um estudo de caso nos cursos de licenciatura em Biologia, Física, Matemática e Química através da aplicação de questionários, realização de entrevistas e análise dos Projetos Pedagógicos desses cursos. Os dados foram analisados a partir da Análise de Conteúdo e análise qualitativa. Nossos resultados apontam que embora a maioria dos docentes tenha se mostrado receptiva às propostas da Educação Inclusiva (EI), não se sentem preparados para atuar e nem para formar para a diversidade. Ressaltamos a importância da pesquisa em educação para a constituição de docentes com melhores percepções de EI. Cabe como denúncia, e não como crítica, que os cursos de ciências analisados não apresentam nenhum tipo de formação para a diversidade.The scientific community is consensual about the importance of an appropriate training for teachers and also adheres to the idea that is needed a greater appreciation of teachers. Considering these aspects, it is imperative to discuss the political, epistemological and pedagogical aspects of this training, in order to enable a critical understanding about this subject. Moreover, from the perspective of diversity, we held a discussion on the training of science teachers for Inclusion and the difference as a characteristic of the human species and that this, by itself, has already advocated in favor of school inclusion. Investigated as a Higher Education Institution in Jataí, Goiás (IES/Jataí) has been preparing to respond to the prospect of inclusive education in relation to its training courses for science professors (Biology, Physics, Math and Chemistry) and to receive students with disabilities. For this, we conducted a case study in undergraduate couses in Biology, Physics, Math and Chemistry through the use of questionnaires, interviews and analysis of these Pedagogical Projects Courses (PPC). The data were analyzed based on content analysis and qualitative analysis. Our results show that although most teachers have proved receptive to the proposals of Inclusive Education (IE), they are not prepared to act and to form for the diversity. We emphasize the importance of research in education for the formation of teachers with better perception about the IE. It is a denunciation, not a criticism, that the science courses analyzed did not present any type of training for diversity.</dcvalue><dcvalue element="description" qualifier="abstract" language="eng">The scientific community is consensual about the importance of an appropriate training for teachers and also adheres to the idea that is needed a greater appreciation of teachers. Considering these aspects, it is imperative to discuss the political, epistemological and pedagogical aspects of this training, in order to enable a critical understanding about this subject. Moreover, from the perspective of diversity, we held a discussion on the training of science teachers for Inclusion and the difference as a characteristic of the human species and that this, by itself, has already advocated in favor of school inclusion. Investigated as a Higher Education Institution in Jataí, Goiás (IES/Jataí) has been preparing to respond to the prospect of inclusive education in relation to its training courses for science professors (Biology, Physics, Math and Chemistry) and to receive students with disabilities. For this, we conducted a case study in undergraduate couses in Biology, Physics, Math and Chemistry through the use of questionnaires, interviews and analysis of these Pedagogical Projects Courses (PPC). The data were analyzed based on content analysis and qualitative analysis. Our results show that although most teachers have proved receptive to the proposals of Inclusive Education (IE), they are not prepared to act and to form for the diversity. We emphasize the importance of research in education for the formation of teachers with better perception about the IE. It is a denunciation, not a criticism, that the science courses analyzed did not present any type of training for diversity