TRAINING SCIENCE TEACHERS TO AN INCLUSIVE PEDAGOGICAL PRACTICE

Regarding Special Education in the perspective of Inclusive Education, it is necessary to enhance the curriculum of undergraduate courses, especially those related to Science Teaching, with disciplines and activities that favor the knowledge related to the development of inclusive pedagogical strategies. In addition, we consider relevant that the disciplines that contemplate the inclusive aspects are based on practical rationality, to enable the future teacher subsidies to work with students with disabilities, syndrome and/or disorders. Thus, this paper aims to present results of a research conducted with a group of graduates of the courses of Physics, Chemistry, Biology and Mathematics of the Federal University of Itajuba (UNIFEI) with regard to theoretical knowledge and, in particular, practical knowledge, constructed during the formation period to work with these students in the regular context of teaching.