Educação Especial e Inclusiva: Uma discussão na formação inicial de Professores de Química

Abstract

Current legislation ensures the existence of Special Education as a teaching modality and also the rights and duties for inclusion. This right has promoted an increase in the number of enrollments of students with disabilities, global developmental disorders, high abilities and/or giftedness in regular schools, but their permanence through access to knowledge is not yet a reality in public schools. It is noteworthy that the teacher is one of the subjects who will contribute to the development of this student, which is why it is important that they receive training focused on the topic. Based on the importance of teacher training aimed at serving students with disabilities, global developmental disorders, high abilities and/or giftedness, the aim is to reveal the following problem: initial training courses for Chemistry teachers have offered subjects focused on for the discussion of Special Education? The general objective is to analyze the offer of subjects focused on the discussion of Special Education in Chemistry teacher training courses in the State of Goiás, and as specific objectives it is intended to carry out a survey of higher education institutions that offer Chemistry courses. degree in Chemistry in the State of Goiás; analyze the existence of subjects focused on the discussion of Special Education in Chemistry degree courses in the State of Goiás and reflect on whether the offering of subjects contributes to the preparation of teachers to teach classes to students with disabilities, global developmental disorders, high abilities and/or giftedness. As a methodology, qualitative theoretical research was defined, in which the curricular matrix of courses at Higher Education Institutions in the State of Goiás was analyzed. From the survey carried out, a total of 26 Higher Education Institutions were found, 16 of which are face-to-face and 10 are distance learning. All institutions offer the Libras subject, legally guaranteed, with a workload that varies between 30 and 100 hours. Furthermore, it was found that 16 institutions offer other subjects that discuss the topic. Therefore, offering truly inclusive initial training is necessary given the enrollment of students with disabilities, global developmental disorders, high abilities and/or giftedness at school, and this training must be rich in theoretical and practical discussion, preparing future teachers of Chemistry to promote the development of students based on their potential.