Ensino de Física em uma perspectiva inclusiva na formação inicial de professores

Abstract

The theme of inclusion has become increasingly relevant in the educational field, but its implementation in practice is still a major challenge. The present work addresses the issue of inclusion in the training of Physics teachers, based on the contributions of an instructional material (educational product) especially designed for undergraduate students in Physics, aiming at the formation of a teaching professional who has subsidies to work in the inclusive perspective in their future professional performance. This research is characterized as having a qualitative approach of the participant type. The research was carried out from a pedagogical intervention implemented in the form of a virtual workshop, with the voluntary participation of seven students, over eighteen years of age, from the undergraduate course in Physics, at the Universidade Tecnológica Federal do Paraná, Curitiba campus, enrolled in the discipline of Physics Teaching Methodology of that course in the second semester of 2020. These subjects constituted a focus group, which participated in the activities proposed within the scope of the workshop, for a period of twenty-five hours, divided into four virtual meetings. From the results obtained with the development of the script of each of the meetings, it was possible to constitute the data with the support of the Discursive Textual Analysis. With the previous survey implemented to the workshop, the training needs of the participants were identified, understanding their conceptions in relation to inclusion. Data were organized into seven categories: (1) Laws and policies for school inclusion; (2) Participants’ experience; (3) Content teacher; (4) Common misconceptions about inclusion; (5) Argumentation as a reflexive practice in Physics teaching; (6) Specialized Educational Assistance (AEE) and Center for Psycho-pedagogical Monitoring and Student Assistance (NUAPE); (7) Workshop contributions to Physics teaching. It was possible to perceive that the support material served to awake an initial vision of how to be an inclusive teacher. The results show that the students who participated in the workshop need to keep their studies related to inclusion and apply what makes sense to them in their teaching training and internship practice. Some questions for reflection that appeared the most were: which situations are inclusive and noninclusive; how to treat students with and without disabilities; everyday school situations; first comes the person and not the disability. It was also noticed that future teachers who are already in contact with students, through the Institutional Program of Scholarships for Teaching Initiation (PIBID), contributed more with data and examples of their professional trajectory. The educational product in e-book format resulting from this research could be a tool that will help teachers and students who seek to improve teaching from the perspective of inclusive education.