Abstract:This work analyzes the contributions of a teacher training action to the acquisition or improvement of knowledge concerning the principles of inclusive education, assisted by use of the problem-solving (PS) methodology. The training action was conducted with 32 subjects, including undergraduates from the Chemistry and Biological Sciences courses at a Brazilian federal public university, together with teachers of Chemistry and Biology at state schools in Porto Alegre (Rio Grande do Sul, Brazil). Data were colle… Show more
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