Perceptions of future Science and Biology teachers about the contributions of the Supervised Internship to the debate on Inclusive Education

Abstract

Considering that the enrollment of students with disabilities is already a reality in many Brazilian schools, aspects such as architectural and curricular accessibility and teacher training have become subjects of several studies. However, some studies have pointed out that, due to the absence of specific disciplines that can discuss inclusion, the Supervised Curricular Teaching Internship (SCTI) has been constituted as a relevant space to approach the theme in the teacher training courses. Thus, the research aimed to analyze the role of the SCTI of the Biological Sciences undergraduate course in discussions about Inclusive Education. The research has a qualitative approach and data collection was done through a questionnaire, which was sent to 60 undergraduate students of Biological Sciences at the Universidade Estadual de Santa Cruz (UESC). As a result, we found that in the absence of disciplines that specifically address the topic of inclusion, the SCTI are highly relevant and contribute greatly to discussions on Inclusive Education.