Perception of Higher Education professors about the repercussions of an inclusion training course on their teaching practice ; Percepción de profesores de Enseñanza Superior acerca de las repercusiones de una formación acerca de inclusión en sus prácticas docentes ; Percepção de professores de Ensino Superior sobre as repercussões de uma formação sobre inclusão em suas práticas docentes

The research aimed to identify the changes perceived by professors at the Federal University of Pará — Castanhal Campus, in their teaching practices, after participating in a training on the inclusion of special education students target audience in higher education. A total of 29 professors from this campus attended in the training and who answered individually to the instrument Professor Training for the Inclusion of Special Education Students II (FDIAEE-II) participated. It was found there had been changes in the professors' perception of their practices with graduating students; in the professors' pedagogical practices (interaction between professor and special education student target audience, methodology, content, and assessment); and in institutional interactions. It was also found that there was repercussions beyond those who attended the training, such as professors who were not part of the training process. Furthermore, it was concluded that the training had contributed to the construction of an inclusive institutional culture. And there is a need to institutionalize pedagogical training on inclusion as an important strategy to ensure a continuous process which contributes to the permanence, participation, and progression of Special Education undergraduates target audience. ; La investigación tuvo como objetivo identificar los cambios percibidos por profesores de la Universidade Federal de Pará - Campus Castanhal - Brasil, en sus prácticas docentes, después de participar de capacitación sobre la inclusión de estudiantes objetivos de la Educación Especial en la Educación Superior. Participaron 29 docentes del mencionado campus, quienes asistieron a la capacitación y respondieron de manera individual al instrumento Formación Docente para la Inclusión de Estudiantes de Educación Especial II (FDIAEE-II). Se encontró que hubo cambios en la percepción de los docentes sobre sus prácticas con los estudiantes; en las prácticas pedagógicas de los docentes (interacción docente-alumno objetivo de educación ...