The investigation delimited the training and teaching experience of students with disabilities and / or Special Educational Needs as the object of study, seeking the understanding that university teachers have about the inclusive process, as well as the inclusive practices performed by them in undergraduate courses. The qualitative methodological approach allowed to use semi-structured interviews with professors from two federal public institutions located in the states of São Paulo and Minas Gerais. The data analysis allowed to identify that the pedagogical actions developed by the subjects must respect the inclusive ideals, but that the attitudinal, physical barriers and the deficit in teacher education are issues that can lead to the process of marginal inclusion, transforming schools in perverse environments, sometimes not allowing the effective participation of students in the teaching-learning process. It is necessary to advance in the understanding that students with disabilities and Special Educational Needs require everyone's responsibility, therefore, institutions need to support the teaching staff in the process of continuing education so that the initial training of future teachers who will work in education is effective. inclusive basic. The analyzes also revealed the concern with adherence to courses aimed at trainers on inclusive education, in addition to the need for information that can guide the teacher if he has a student with a disability and / or Special Educational Needs in the classroom. The study showed that the ideal of inclusive education is consistent with the search for equal rights, both regarding schooling and social participation.
Keywords:
Inclusion; Special educational needs; Teacher training; Pedagogical practices