Relato de experiência docente e perspectivas de discentes do curso de Licenciatura em Química do CFP no processo de inclusão.

Abstract

There are a number of problems that hinder Inclusive Education, among which are the shortage of specific didactic materials, teacher unpreparedness and lack of government investment, resulting in low quality Inclusive Education. Including students with physical / cognitive disabilities or Deafness in schools is no easy task and this becomes an even more complex process when the discipline taught is Chemistry. In this sense, the present work aimed to identify the problems and experiences experienced by teachers in the process of inclusion and to investigate the students' conception of Degree in Chemistry on the subject matter. In order to do so, it was investigated the teaching activity in Inclusive Education and the teacher training to develop a new look on Inclusion in Teaching, being a pertinent research so that Inclusive Education gains more notoriety. For data collection, a questionnaire was applied with 19 undergraduate students of the Licentiate Degree in Chemistry of the CFP and Questionnaires / Interviews with 9 teachers of Teaching Institutions of the city of Cajazeiras - PB and São José de Piranhas - PB. This research is classified as exploratory and Survey, according to Gil (2008), already the data collected and analyzed according to the proposal of Bardin (2011).The research highlighted the consensus among teachers and the perspectives of students regarding the many difficulties that are in the inclusive scope. It can be inferred that in order to progress in this process it is necessary to break existing paradigms and reorganize school methodologies, because there have been advances, but there is still a long way to go in order to exist in fact an inclusive education of quality.