Concepções docentes acerca da inclusão de estudantes com deficiência em aulas de Química numa escola da rede regular de Pernambuco

Abstract

This study aimed to understand teaching concepts about the inclusion of students with disabilities in chemistry classes, taught at a regular school in the municipality of Cabo de Santo Agostinho in Pernambuco. For this, a qualitative research was carried out on the mentioned theme, in the context of the activities developed in Supervised Internship II, of the Chemistry Degree Course, of the Federal Institute of Pernambuco - Campus Ipojuca. As this is a qualitative research, we used participant observation and the application of mixed semi-structured questionnaires as data collection instruments. In data analysis we used content analysis, based on the listed categories (BARDIN, 2011). The data collected revealed that the teaching conceptions about the inclusion of students with disabilities in Chemistry classes at a regular school is based on the defense of an egalitarian education, the type and degree of the student's disability, on the need for planning on the process of inclusion in the school, by the teachers and the management, in the difficulties of the teaching-learning process of these students in the Chemistry classes and finally, in the difficulties in effecting the inclusion in their classes. We identified challenges that made up other categories called planning for the optimization of the ESA service at school, training of the school community and continued training of Chemistry teachers and ESA specialists.