Inclusive education in the scope of science teachers training: a study of works done in a brazilian university of the interior of the state of São Paulo

Abstract

This paper presents steps of investigations about the comprehension of inclusion present in works carried out at Brazilian university of the São Paulo State, in an inclusive perspective, considering the science teaching and visual impairment. Course completion papers that present activities, content or teaching methodologies for students with visual impairment are analyzed. Results show signs of barriers and potentials found in investigations. Starting from textual discursive analysis technique, this text concludes that the investigations are currently based on legal foundations, adequate to the guidelines of inclusive education. However, there are several social barriers that are points that still need to be overcome.