Formação de professores de Ciências e a Educação Especial/Educação Inclusiva: análise dos indicadores do Censo Escolar das Regiões Norte e Centro-Oeste
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This dissertation focused on the analysis of social indicators related to the training of teachers with a degree in the area of Sciences, specifically in the areas of Biological Sciences, Physics and Chemistry, in relation to Special Education (SP) in the perspective of Inclusive Education (IE) from the microdata of the School Census in the North and Midwest Regions. Based on our research objective, we divided the dissertation into four chapters. Chapter one presents the formation of teachers divided into two topics: the first deals with the historical context of teacher education in Brazil and the second relates to the formation of teachers in the area of Sciences to act with the target audience of EE in the perspective of IE. Subsequently, in chapter two, we discussed the issue of social indicators in terms of definition and use, discussing the importance of the quantitative approach in educational research. The third chapter deals with the methodology of the research, which has a quantitative delineation, since we seek to understand the microdata of the School Census/MEC/INEP through the use of the software Statistical Package for the Social Science for Windows (SPSS). The fourth chapter analyzes the statistical data of teachers working in the North and Midwest Regions, in which we find that the teachers with a degree in Biological Sciences, Physics and Chemistry of the mentioned regions have alarming indicators regarding SP in the perspective of IE, in view of the very low number of teachers with training to work with students with disabilities and/or SEN. Finally, we present the final considerations, since from these indicators we find that teachers who have training in the area of Sciences and work in those regions need initial and continuous training courses that contemplate in their broad disciplines focused on the care of students who make up the target audience of SP and all the diversity of SENs. We emphasize that we do not seek generalizations based on this research but emphasize that teacher training and schooling of students with disabilities and/or SEN are two areas that require investment and attention from the public power, since the present in the national scenario and the difficulty of educating science teachers for inclusion.