Perspectiva inclusiva no ensino de química para alunos com Transtorno do Espectro Autista: desafios e possibilidades

Abstract

The discussion about inclusive education in Brazil has been going on for almost thirty years, pointing out countless challenges and outlining countless possibilities in the process of inclusion in Brazilian education for the most diverse target audiences. Therefore, this research with a qualitative approach aimed to identify and analyze bibliographic productions related to the teaching and learning process in chemistry, of students with Autistic Spectrum Disorder (ASD). The research, which is of the bibliographic type, was developed from three stages: 1) preparation; 2) achievement and 3) communication. The preparation stage comprised the selection of academic and/or scientific works related to the theme, the execution stage comprised the transposition of the selected works to the QDA Miner Lite software, reading of the works and categorization and the communication stage comprised the analysis of the data, carried out through Discursive Textual Analysis and the construction of the metatext. Our results allowed us to analyze the development of inclusive practices in chemistry teaching for students with ASD and raise the main obstacles and current proposals facing society and legislation.