Formação de professores e a inclusão de alunos com necessidades educativas especiais.

Abstract

This research aimed to know the representation of teachers and students from teacher training courses,as well as the training of teachers to perform their duties with students with special needs.The theoretical framework is based on the thinking of authors like Mantoan, (2015), Cruz andGlat, (2014), Pimenta; Ghedin.The research is based on a qualitative approach, which had as a data collection instrument a questionnaire with three questions concerning the profile of the subjects, and two open questions related to the research objectives. The sample consists of ten professors and ten students of five teacher training courses, proportionally distributed, from the Teacher Training Center of the Federal University of Campina Grande, Cajazeiras Campus - PB. Data were collected and analyzed using techniques of the content analysis method, with the elaboration of categories.The research results show that the subjects recognize the lack of training in teachers' graduation, development of inclusive projects, and adaptations in the curricula with creation of appropriate disciplines to teach students with special needs. The subjects demonstrate the need for changes for the adequate preparation of undergraduates regarding teaching directed to students with disabilities, global developmental disorder and high skills / giftedness.