Conceptions of future teachers regarding Inclusive Education and Special Education

Abstract

In the relationship teaching-learning, the teacher's personal variables need to be considered, for the student's learning is also determined by the quality of the interpersonal relationship between them. Therefore, the process of the teacher's formation needs to deal with psychosocial characteristics of the teacher, allowing him to ponder over them and eventually modify them to promote the student learning. There are many variables that can affect the teacher's performance. In this article, the future teachers' conceptions regarding the Inclusive Education and Special Education are analyzed and discussed, considering that such conceptions can affect the nature of the pedagogic actions developed by the teacher in their relationship with students with different characteristics, including those presenting differences or special difficulties. From the analyses, we believe that, at least in relation to the conceptions that were evaluated, the theoretical and practical knowledge presented by teachers, through the curriculum of the course of Pedagogy at São Paulo State University (UNESP) at Marília, seems to have had some effect on the students' conceptions. It means that the themes related to the Inclusive Education and the Special Education may have been discussed properly during the process of those students' initial formation, allowing them to present conceptions about Inclusive Education and Special Education in accordance to the legislation and to the proposal of that course of Pedagogy.