The Institutional Program for Teacher Training in Biology: challenges and prospects for inclusive education

Different educational policies, both national and international, have affirmed the right to school for all students, including those with special educational needs. However, they all emphasize that the success of this process depends on the conditions of teacher training and practice. Thus, this study has examined the challenges and prospects for undergraduate students of Biological Sciences regarding the Institutional Program for Initial Teacher Training (Pibid) from the Federal University of Alfenas (Unifal-MG). Four students from the fourth and sixth semesters of this course, with an average time of 11 months in the Program, took part in the research. As a resource for data collection, a focus group was formed to discuss the challenges and prospects of teacher training aimed at inclusive education. Information was qualitatively analyzed and organized into lines of study, evidencing that the trainee students' participation in Pibid/Unifal-MG allows the historical and social understanding of the educational reality. However, the vagueness of actions, models, and practices directed towards pupils with special educational needs is still a latent challenge. Conclusions show that the experience in the program has led trainee students to develop a critical and reflective perspective. However, there are still theoretical and practical challenges to the effective understanding of political, theoretical, and practical issues that shape an effectively inclusive school.