Inclusão de estudantes com Transtorno do Espectro Autista no ensino de química em escolas estaduais do município de Sousa/PB: uma análise à luz dos dos direitos humanos

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in basic education has been a challenge for the educational system, especially regarding pedagogical support and teacher training. Although public policies have advanced to ensure these students' access to regular education, the actual implementation of inclusion still faces obstacles related to curriculum adaptation, the use of appropriate methodologies, and teacher preparation to address the specific needs of students with ASD. In the context of Chemistry Education, these challenges become even more significant, as the subject requires the understanding of complex concepts and the use of symbolic representations that may hinder the learning process for such students. Given this scenario, the primary objective of this study is to understand the perspectives of Chemistry teachers in state schools in the municipality of Sousa, located in the Sertão region of Paraíba, regarding the school inclusion of students with ASD. To achieve this, a qualitative approach was adopted, involving semi-structured interviews with teachers working in schools—research settings—that serve students with ASD. Additionally, the Political-Pedagogical Projects (PPP) of the participating institutions were analyzed to identify inclusive actions related to Chemistry Education and to understand how these initiatives align with teaching practices. The results revealed that, despite the individual efforts of some teachers, the inclusion of students with ASD still occurs in a fragmented and poorly structured manner. The main difficulty reported by the interviewed teachers concerns the lack of specific training to work with this student population, as well as the shortage of pedagogical support during classes. Although some teachers mentioned the use of adapted materials and differentiated methodologies, these practices are not standardized and largely depend on the teacher’s individual initiative. Moreover, the analysis of the PPP documents showed that, in many schools, inclusive guidelines are not detailed enough and do not include specific actions for Chemistry as a subject. We conclude that more structured educational policies are needed to provide continuous support for teachers, including ongoing training with an inclusive perspective, the development of accessible teaching materials, and the expansion of specialized educational support. Based on these conclusions, further studies are recommended to explore effective pedagogical strategies for the inclusion of students with ASD in Chemistry Education, contributing to a more equitable and accessible educational environment for all.