A perspectiva de ensino aos estudantes com necessidades educacionais específicas presente na formação de professores de Química

Abstract

The research entitled: The perspective of teaching students with specific educational needs present in the training of Chemistry teachers, was a study developed within the scope of the Graduate Program in Education for Science and Mathematics (professional master's degree) of the Federal Institute of Goiás, Jataí Campus. The proposed objective was to understand how the training of teachers to teach students with specific educational needs is contemplated in the Pedagogical Projects of the Degree Courses in Chemistry. The importance of adequate teacher training to assist students with specific needs, enabling an inclusive education, both in the school space and in society, researching teaching possibilities for all students, bearing in mind that the right to education is for everyone who wants it. seek to form their knowledge. In this perspective, we must attribute to the teaching units, which train teachers, factors of inclusion that promote quality teaching that is accessible to all students. Being a concern observed during my experience in the classroom at schools with students with specific educational needs, the synthesis question of this research arises: Do the undergraduate courses in chemistry offered in Goiás train teachers from the perspective of inclusive education? My condition as a student of the professional master's course at the Federal Institute of Goiás and a high school teacher motivated me to choose the students of the extension course and the graduates of the Degree in Chemistry courses as research participants. I believe that, by approaching problem situations, with regard to inclusive education, related to the daily lives of students, through guidance and mediation between theory and practice, it can contribute to the understanding of the content (of Chemistry) in a conscious way, leading students to a critical and reflective position of reality. Although all undergraduate courses in Chemistry present disciplines focused on humanistic training, this training appears to be insufficient to ensure that the teacher is able to fully act in inclusive education. Of the Higher Education Institutions analyzed, all of them offer inclusive disciplines to undergraduate students, whether mandatory through common core or optionally through free and/or diversified core.