Educação inclusiva: Uma análise sobre a formação e as práticas pedagógicas dos professores de biologia.

Abstract

Constantly changing, the process of teacher training is an issue that raises discussions about the various challenges faced by these professionals in the exercise of their professions. Among the many challenges, the inclusive education has demanded effective and creative solutions for a long time in order to include students with disabilities in the educational context. However, the lack of preparation, a result of insufficient academic background, or even a lack of interest, makes these professionals unaware about how to work with their educational content targeting at these students. In addition, it is expected that educational institutions provide support to teachers and students with disabilities, particularly in relation to planning, focusing on the teacher's pedagogical actions. As a possible solution, the use of Assistive Technologies (ATs) is proposed, as a measure to help teachers improve their teaching practices targeted at this public. This study aimed to analyze how the inclusion of students with disabilities in regular schools is happening through the pedagogical practices used by biology teachers, analyzing academic background, methodologies used and experiences in the classroom. The study consisted of a research of qualitative nature and exploratory character, through the analysis of interviews with teachers. It also presents a quantitative nature for its data generation through the socio-demographic information of the respondents. It was concluded in this paper that despite having a degree in Biology, teachers still do not feel prepared to perform their pedagogical practice aimed at students with disabilities.