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In Brazil, the inclusion of students with special educational needs (SEN), especially those with disabilities, is a recent topic in research on science teaching. Existing research within this field is more focused on classroom practice and didactic materials. A study was carried out within the undergraduate teaching licensing courses in the public universities of the state of São Paulo (USP, Unicamp and UNESP) which aimed to analyze the training of Science teachers for the inclusion of SEN students. The work presented here is a portion of this study and it aims to present and discuss the students’ perception about their initial training for the inclusion of students with SEN. The survey was conducted with 236 students in their final year of undergraduate courses in Biology, Physics and Chemistry. From the graduate’s responses, it was determined that teacher training courses have underprepared future teachers to work with students with disabilities, and most of the graduates do not feel prepared to teach students with SEN. In these courses there is little discussion of Inclusive 1 Licenciada e Bacharel em Ciências Biológicas pela UNESP/Botucatu, licenciada em Pedagogia pela UNESP/Bauru e doutora em Educação para a Ciência, pela UNESP/Bauru. E-mail: soaresbasso@gmail.com 2 Pedagoga (UNESP), mestre em Educação Especial (UFSCar) e doutora em Educação (UNESP). Professora no Departamento de Educação (UNESP/Botucatu) e no Programa de Pós-Graduação em Educação para Ciência (UNESP/ Bauru). Desenvolve projetos de pesquisa e extensão com foco em: formação de professores, ensino de Ciências, Pedagogia Histórico – Crítica e prática pedagógica. E-mail: camposml@ibb.unesp.br Subvenção: Coordenação de Aperfeiçoamento de Nível Superior – Capes.

revista eletrônica de educação

Licenciaturas em Ciências e Educação Inclusiva: a visão dos/as licenciandos/as (Science licensing courses and Inclusive Education: the graduate’s vision)