Necessidades formativas dos discentes de licenciatura em química na perspectiva inclusiva

Abstract

To ensure inclusive practices in education, strategic teacher training is needed, focused on recognizing and monitoring students with specific needs. The Brazilian law of inclusion completed 7 years of being enacted, it seeks to ensure and promote equal conditions for students with specific needs. In order to verify and promote the inclusion of students with specific needs in the school environment, this research aimed to investigate the training needs of students-graduates of the undergraduate course in chemistry at the Federal Institute of Piauí - Campus Paulistana. With a qualitative approach, a bibliographical study and an action research were carried out. To this end, a booklet was prepared so that student-graduates could work with their students with specific needs. Questionnaires made available via Google Forms were also used to assess whether or not the booklet provided any benefit. The results showed that, for the effective practice of inclusive education, it is important that there are investments in the initial and continuing training of education professionals. It is concluded that it is necessary to seek continuing education, courses and training, because, when working with students with specificities, the teacher needs to have strategies and methodologies in order to contribute to the teaching-learning process.