Um olhar nas propostas pedagógicas para formação de professores de Química na perspectiva inclusiva em IES públicas da Paraíba

Abstract

Teaching Chemistry from an inclusive perspective presents itself as a challenge for teachers of this discipline, especially when the teacher does not receive adequate initial and continuing training to prepare him for this practice. Public policies for inclusion and human rights ensure the inclusion of students with disabilities in regular primary education classrooms and, therefore, require teachers to be prepared to provide this service, without allowing students to feel just inserted in the classroom. tuition but not included. In view of this demand, we are guided to question how the Chemistry Degree courses in public HEIs in the state of Paraíba have contemplated the Special Education component in an inclusive perspective. And, supported by this questioning, we take as the general objective of this research, to analyze the pedagogical proposals that the Chemistry Licentiate courses of public HEIs in the state of Paraíba have been adopting to meet the demands of Special Education in an inclusive perspective. The study is based on educational contributions from theorists such as Freire, Minayo, André and Ludke, constituting a field research, with a qualitative approach, with excerpts of analytical categorization in Bardin. As elements for data collection, we used a semi-structured interview with a group of undergraduates and graduates in Chemistry and document analysis (BARDIN, 2016), for which we listed some dissertations by PPGECEM students involved in the theme of teaching inclusive Chemistry and we investigated the curricular matrices of HEIs in Paraíba that offer the Licentiate Degree in Chemistry, in the search for curricular components whose focus of approaches could be Special Education in an inclusive perspective. The results showed that the curricula of undergraduate courses at HEIs in Paraíba include disciplines that address the practices of inclusive education, but, as they are based on the regulations of the oldest DCNs' Resolutions in the preparation of their Pedagogical Course Projects, some degrees still have contemplated with a certain delay in such discussions and excluded from their curricular matrices, essential components for the debate. Thus, we conclude that, in view of possible gaps in the composition of the curricular matrices of undergraduate courses in Chemistry, the exploration of bibliographic production conceived within the HEIs can contribute to the practices of Chemistry teachers in the perspective of inclusive education and that, due to the process of teacher education is also the responsibility of the government, it is necessary that it (re)elaborate guidelines for teacher education that include assumptions of inclusive practices and subsidize continuing education projects for teachers working in schools.