LIMA, L. A; http://lattes.cnpq.br/6259518736016173; LIMA, Leidyanne Alves de.
Résumé:
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.
