Ensino de química na perspectiva inclusiva: um mapeamento nos programas de pós-graduação da área de ensino

Abstract

The inclusion of people with disabilities began to be discussed in the 20th century, both in the international and national contexts. The achievements and struggles of professionals, researchers, family members, people with disabilities and organizations were only possible based on scientific research in the area of inclusion and, in particular, school inclusion, since they were the empirical bases of educational research that based inclusive practices . Based on this, the present research consisted of mapping the Graduate Programs in Science Education (PPGEC) in Brazil that are part of area 46 “Education” of the Coordination for the Improvement of Higher Education Personnel (CAPES) and analyzing, in each of them, based on their database of dissertations and theses, the research that is being carried out around the issue of Special Education from the perspective of Inclusive Education, in the area of teaching Chemistry. For this, the methodology entitled “State of the Art” of the type “State of Knowledge” was adopted, which starts from successive readings of the dissertations and theses that make up the corpus of analysis, for systematization of relevant information and subsequent analysis. As a result, based on the themes highlighted in the analyzed corpus, it was obtained that the initial and continued training of education professionals, responsible for the process of inclusion in the classroom, is a key factor for the realization of Inclusive Education for the general public. target of Special Education. In addition, teachers prepared for inclusive teaching can develop pedagogical strategies and inclusive teaching materials that facilitate the teaching and learning processes of Chemistry for students with disabilities. Other professionals participating in this process, such as Libras interpreters and resource room teachers, should also work collaboratively with the Chemistry teacher in the regular classroom for successful student learning. This research can contribute to indicate the process of constitution and development of the inclusive theme in the academic space, in the area of teaching Chemistry, which is still incipient and, therefore, it is proposed that more research be carried out around the theme in the chemistry teaching.