Formação de professores de ciências biológicas no Instituto Federal do Piauí, campus Valença, na perspectiva da educação inclusiva

Abstract

This research investigated how the training of Biological Sciences teachers at the Federal Institute of Piauí Valença Campus takes place from the perspective of inclusive education. The objectives were: to investigate how the training practices of biological science teachers are carried out for the inclusion of students with disabilities and learning disabilities at the Federal Institute.Specifically: to analyze how the course's political project addresses special education; to learn about teaching practices in initial training from this perspective; and to understand graduates' views on initial training to develop inclusive practices. The methodology employed was qualitative and documental in nature, consisting of an analysis of the course's PPC and the application of online questionnaires with 30 students and one teacher responsible for special and inclusive education subjects. The data was analyzed using Content Analysis. Athough there are subjects such as Special Education and Libras, most students feel that their training isnot enough to deal with the challenges of inclusive education. They demand a greater workloadand more subjects in this area. Therefore, it was felt that the course should expand its training activities by mobilizing students, creating internship experiences and a more interdisciplinary approach, to ensure that future teachers receive adequate training to promote effective, quality inclusion.