CONTINUING EDUCATION AND SCHOOL REALITY: TEACHING CONCEPTIONS ABOUT INCLUSIVE SCIENTIFIC EDUCATION

Abstract

The present research had the general objective of investigating whether Science and Biology teachers promote inclusive education and what are the factors that help them or that prevent them from acting in the face of this reality. The research is characterized as qualitative, so that the data collection technique was a semi-structured interview, with nine Science and Biology teachers. The analysis of this information was carried out following the principles of content analysis and the data show that teachers recognize the urgency of offering continuing education courses, which consider the real training needs arising from the school reality, especially about school inclusion and the education of Science and Biology.