Prática docente de educação inclusiva na disciplina de química do ensino médio integrado

Abstract

Inclusive education is a historic process supported by legislations, and founded, mainly, on social justice, that demands modification of all school-based aspects, such as social relationships, teaching practice, infrastructure, and curriculum, among others. The present research, of qualitative nature, aimed at investigating whether the chemistry teachers’ actions from IFPI/Campus Teresina-Central allow students with SNE to learn the contents of this subject. The study involved six students with SNE, regularly enrolled in the technical education course integrated with high school in the school year of 2016, five teachers of the mentioned subject who teach students with SNE and two managers related to the inclusive education department at the institution. Semi-structured interviews were used as a tool for data collection, both to teachers, department managers and students. After collection, the data was firstly grouped into four categories, based on content analysis, and Bardin (2011). In order to substantiate the analysis, besides the legislation regarding Inclusive Education, a dialogue was kept with Tavares e Oliveira (2010), Stainback (1999), Selwyn (2008), among other theorists. When analyzing the reports from the subjects, it could be identified, specially, the foundation and legislation of inclusive education, actions towards promoting inclusion into IFPI and chemistry classroom, formation and training of the teaching personnel, methodology and teaching didactics on the teaching-learning process of the Chemistry subject. As a conclusion, it can be noticed that Instituto Federal de Educação, Ciência e Tecnologia do Piauí, Campus Teresina-Central took some actions seeking to enhance inclusion, however, it is still a slow and distant project, mainly to the teachers, in special the ones who teach chemistry, and declared not to adapt their teaching practice and not even sought to adapt instruments and other resources in order to promote the inclusion of students with SNE.