Ensino de Química e inclusão: condições das práticas docentes.

Abstract

School inclusion will only happen if, in addition to access, the permanence, participation, learning by the students targeted by Special Education are granted. Therefore, a restructuring process of all constitutive aspects of the school is required, which involve, besides management, the educational system as a whole, highlighting the need for teacher training focused on inclusive practices. This work aimed to analyze the inclusive pedagogical practices of Chemistry teachers based on their speeches. The present research regarding the approach that can be classified as qualitative based on its approach, based on its object, as a descriptive research, and based on its procedures, as a field study. Six chemistry teachers from public schools of the cities of Arara, Areia, and Remígio - Paraíba participated in the study. To preserve the identity of the participants and grant ethical procedures, teachers were identified by pseudonyms. For data acquisition, a questionnaire composed of 18 questions was used, which were objective and subjective related to the formation, the conceptions, and the difficulties found by the professors in the Chemistry teaching on the inclusion, as well as with the use methodologies, didactic resources and evaluation methods. Data analysis followed the principles of Content Analysis. Based on the results, we concluded that the undergraduate course taken by the participants did not prepare them to teach classes to students targeted by Special Education, thus changes are necessary to occur in their curriculum. Also, we note that despite the lack of teachers preparation, the school has not offered continuing education courses so far. We also found that despite the time spent teaching classes to Special Education students, teachers do not feel prepared, although some seek to use resources, methodologies, and assessment tools aimed at this audience. Also, besides the listed difficulties, the majority believe that for school inclusion is happening as a process, although slow, besides it requires public policies that grant the right, funding, and the continuity of this process.