From concerns about students with visual impairments in regular classrooms for Physics, arose the necessity to question future teachers about this subject in a course: "Teaching Physics and Social Inclusion", taught in the 2009 second semester, for undergraduate students in Physics. The objective was to perceive the trends suggested by the future teachers, from their own reflections on the debates which emerged in class, about inclusion of visually impaired students. Information was collected from written material among three students who had already completed the course: a questionnaire answered in the first class, a kind of log-book of the class, students' final projects and their course evaluations. Data analysis was based on the Bakhtinian Analysis of Discourse. We noted that the students evolve in their ideas about inclusion, being more sensitive towards the subject, developing more suitable solutions for those with visual disabilities and that they intend to be more inclusive professionals.
Inclusion; Visual impairment; Discourse analysis; Training
