A educação especial em uma perspectiva inclusiva em periódicos da área de educação química.

Abstract

The bibliographic research with a qualitative approach aimed to analyze research in the field of chemistry education conducted within the scope of special education from an inclusive perspective. To achieve this, the research methodology included three stages: planning, data collection, and data analysis. Three Brazilian journals specific to the area of chemistry education were selected: Revista Química Nova na Escola, Revista Educação Química en Punto de Vista, and Revista Debates em Ensino de Química. Content analysis was the data analysis technique chosen for this research, following the stages defined by Bardin, which include pre-analysis, analysis itself, and interpretation of results. The results showed that the topic of inclusive education is still underexplored in chemistry education journals. The southern region of Brazil produced the most articles related to special education from an inclusive perspective, with visual and hearing impairments being the most addressed disabilities. Among all the journals analyzed, a greater number of articles were related to the teaching and learning process, with most focusing on teaching strategies in chemistry aimed at accessibility for people with disabilities. The research contributed to understanding the landscape of research in special and inclusive education within the context of chemistry teaching, encouraging new studies and the adoption of inclusive pedagogical practices.