Afinal, quem é deficiente?: uma questão de identidade e diversidade

The present study aims to understand, from the perspective of the Professors of the University of San Carlos - Sorocaba Campus, the meaning perceived by them to the formative processes developed by the Dean of Undergraduate Studies (Pró-Reitoria de Graduação- PROGRAD ) in the period between 2009 and 2012, whereas these training opportunities present themselves as opportunities for discussion, reflection and socialization processes and obstacles surrounding the teaching practice in university teaching. In this sense, the goal is to determine what are, in the opinion of the professors involved, the specific effects of the training and formation activities offered by the university activities. Knowing the real difficulties in the exercise of teaching activities it is important to know whether the institutional attempts to circumvent them are actually reaching their goal. The results of the research can guide the institution towards a review, a redesign or even the abandonment of such initiatives. It is matter of great importance both for professors and mainly for students of the university. To conduct the research we choose the use of questionnaires, of both, quantitative and qualitative nature. The questionnaire consisted of open and closed questions designed to detect the personal, academic and professional aspects considered important for the initiation of the study regarding the perception of professors about the training processes developed by UFSCAR - Campus Sorocaba. It is considered that professional development is related, on one hand, with the personal, political and social aspects of the professor and on the other, with the nature of the procedures and content of the courses offered by the university.