Search

In this article we aimed to analyze how academic evasion has been understood by coordinators and by evaded students from five undergraduate Chemistry courses at a Brazilian federal public university. This is a scientific research of quantitative approach that had in the documental evaluation and in the semi-open questionnaires the sources of data and in the triangulation and categorization the techniques of analysis. All the coordinators and 126 participated in the study. The results indicate the main factors that have generated academic evasion, among which we can highlight: difficulties in reconciling work and studies, lack of interest in graduation due to the devaluation of the teaching career, insufficient knowledge base, little financial support and problems in interpersonal relationships during graduation. [ABSTRACT FROM AUTHOR]

The aim of this theoretical essay is to discuss what was, what is and what could be the role of Special Education in teacher training courses, especially in the Pedagogy courses. A qualitative bibliographic study was done with the authors whose studies focus on theoretical framework in Pedagogy courses and teacher training Education, especially inclusive education, focusing mainly in the State of São Paulo. Public policies and guidelines that are the basis of teacher training were used for this study. Throughout the study it was emphasized the role of Special Education in teacher training before and after the enactment of the CNE/CP No. 1/2006 and, in the end, it was discussed the importance of knowledge about special education courses in teacher training, presenting the importance that this knowledge could have during the teachers' initial training. The essay concludes that, despite the progress in these discussions, Special Education could have more space in the curriculum of these courses. Not necessarily by increasing specific subjects but by presenting topics related to the matter in other areas of curriculum. [ABSTRACT FROM AUTHOR]