Formação do licenciando em física: a importância da disciplina educação especial.

Abstract

The initial training of Physics teachers has sparked debate about incorporating knowledge related to inclusive education into teacher education curricula. This study investigates how Physics undergraduate students at the Federal Institute of Education, Science and Technology of Piauí (IFPI), Angical Campus, evaluate the contribution of the Special Education course to their teacher training, identifying the knowledge acquired, the perceived level of preparedness, the adequacy of the workload and teaching resources, and the aspects of the course considered most significant. This is applied, qualitative, descriptive research conducted through an electronic questionnaire answered by 21 Physics degree students. The results show that 66.7% consider the course essential to their training and 71.4% rate its contribution as very significant. Still, 47.6% report feeling only slightly prepared to work in inclusive classrooms, although 90.5% consider the workload adequate or fully adequate. It is concluded that the course partially fulfills its formative role, and that expanding the workload, strengthening theory-practice articulation, and diversifying accessible teaching resources are necessary.