Necessidade educacional especial (NEE): o desafio da prática docente da licenciatura em ciências biológicas no CES/UFCG.

Abstract

The learning process is continuous and multilateral. The challenges arise day by day for teachers and students, and the teacher act as an element of utmost importance at all stages of that process. Aimed to describe the vision of the teachers of the Centro de Educação e Saúde (CES) f the Universidade Federal de Campina Grande (UFCG) about the practice of teaching with students who have Special Educational Needs (SEN), in Cuité - PB. Our research was conducted with twelve teachers, during the period of May-June 2014, and was sought to investigate the actions developed by UFCG on the subject (document analysis), the academic profile of teachers, availability of infrastructure resources and didactic teaching offered by the institution and finally the vision of teachers regarding their experiences with students with special educational needs. The data were worked out by qualitative quantitatively ways and presented in the form of texts and percentages. We have observed that the prime directive and normative document UFCG was the "Projeto para o Desenvolvimento de Ações de Apoio a Estudantes com Necessidades Educacionais Especiais da UFCG". With regard to academic education, 66.67% of teachers are graduating in Biological Sciences, and most have doctor degrees. The infrastructure has been undergoing various and continuous adaptation works highlighting the installation of ramps for students with physical disabilities. To the present date, there are no fully specialized material to teaching students with special needs. Most teachers (58%) has recepted students with special educational needs, but 67% of them did not want to do a training course in the area. We consider deploy in a rapid way UFCG’s project and includes the theme of the Special Educational Needs (SEN) to the list of discussions at the event of the Pedagogical Week.