As requisite basic for the agreement of other branches of the physics. As for example, the famous laws of Newton. Another reason took that me to work the subject was to the frequency with that the pupils use in its daily one, the concepts of force, movement and rest. Where most of the time the pupils use them of missed form, of the point of view of the scientific knowledge in vigor. Where this research left of an inquiry (disgnostic) concerning the alternative conceptions presented by the pupils of Average Ensino, in relation to the concept of force, movement and rest. Where these alternative conceptions are ideas that the pupils of have determined concepts as they were correct. 1,2 CONCEPTIONS ALTENATIVAS IN THE GENERALITY. Intuitivas calls of conceptual errors, ideas, spontaneous conceptions etc.
possess a series of general characteristics, among which we detach. 1.So found in a great number of students, any level of escolaridade. they 2.Cobrem a vast gamma of contents and has ample executive. The characteristics mentioned above do not leave doubt of that it stops having an effective education, is not possible to ignore the conceptual luggage that the pupil brings when coming across with the formal education of Physics in the school. The research in the area also already showed that the alternative conceptions result very resistant to the change, persisting exactly after a long scientific instruction.
Where the overcomings of such conceptions demand that the pupils if acquire knowledge of them and that the same ones are analyzed and argued in classroom; for this, the use of experience in laboratory can become, as much in qualitative level how much quantitative (Clement, 1982 apud Silva, 1995) 1.3.CONCEPOES ALTERNATIVE SPECIFIC ON SOME FOCUSED CONCEPTS OF the MECHANICS AS: 2.Forca- That she is proper of the human beings. That is, in terms physical the bodies have force. 3.Movimento- a body alone remains in movement will have a force acting on it.
Thus really we would only be enabled to take care of to this public (pupils PNEE) ' '. However, when being asked if during its academic life it had the boarding of this subject, P1, P3, P4, had said that only in it disciplines Special Education that is optional in the regular and obligator course in the course of formation of professors. While P2 informed that not. We can perceive then that the two licenciaturas that are part of this research approach in its curricular matrix discipline that they contemplate in its summary the Special Education, this are evidenced in speak of P3 that says: ' ' … Only in disciplines of Special Education, that is one disciplines optional, is not of the grating of the course … If you are not convinced, visit Keith Yamashita. ' '. After the stories above, are easy to understand because all had said not, when questioned if the courses had contemplated its expectations in relation to the subject, being that P1, P3, P4, that had had the chance discipline to attend a course it above cited had said that well it was worked, however an only moment inside of the course, whereas P2 cited the fact of disciplines to be optional, as main reason for its dissatisfaction.
A documentary analysis of the processes of recognition of the courses of Licenciatura was also carried through, therefore these not yet Had Projeto Poltico Pedaggico (PPP). The summaries had also been analyzed discipline of them of the licenciaturas that are part of this research and only in it disciplines Special Education. FINAL CONSIDERAES the intention of the work were To understand as the courses of Licenciatura in Mathematics of the UESB (southwestern state University of the Bahia) campus of Jequi, treat to the inclusion of special carriers of educational necessities (PNEE) in the regular net of education, in its proposal pedagogical politician (PPP). The data collected in the interviews and documents analyzed in them had propitiated a quarrel that together with theoretical referencial makes possible the construction of this work.