A educação inclusiva e o ensino de ciências e biologia na formação docente de um licenciando da Universidade Federal de Alagoas: relato de experiência

Abstract

The aim of this Final Paper is to report on the experience of a Biological Sciences undergraduate student at the Federal University of Alagoas (UFAL) in relation to the approach to Inclusive Education in Science and Biology Teaching during his teacher training. Given the difficulties faced by teachers after graduation, it is essential to discuss this issue in order to understand how future teachers are developing activities and methodologies aimed at teaching students with Special Educational Needs (SEN). The experience report provides a practical and accessible analysis, exploring the role of Inclusive Education in the context of teacher training. The paper presents this perspective based on the experience of a Biological Sciences undergraduate student at ICBS-UFAL, articulating his experiences with the literature that highlights the importance of inclusion in the teaching of Science and Biology. It also discusses how specific disciplines of scientific knowledge approach inclusion, promoting reflections on the subject. In addition, the study analyzes the relationship between practical subjects and public policies aimed at inclusive education, exemplifying situations experienced during academic training. Finally, the paper emphasizes the importance of training experiences that enable a deeper understanding of the challenges of implementing inclusive practices in the school environment. It emphasizes the responsibility of professionals who work in the training of future teachers, highlighting the need to prepare them to deal with the difficulties that will arise throughout their teaching career.