A inclusão de alunos surdos no ensino de química: uma análise das metodologias e dos recursos didáticos propostos nos últimos seis anos em periódicos de educação e ensino

Abstract

ABSTRACT

The use of inclusive actions, when aligned with the principles of social justice and diversity, becomes fundamental to building a just and egalitarian society. To this end, this study aims to identify methodologies and teaching resources used for the inclusion of deaf students in Chemistry education over the past six years in Brazil, in teaching and education journals. To this end, a systematic literature review was conducted in national journals published between 2019 and 2024: (1) Química Nova na Escola (QNEsc), (2) Revista Educação Inclusiva (REIN), and (3) Revista Brasileira de Educação Especial (RBEE). This is an exploratory, descriptive, and comprehensive study based on a qualitative approach. The research identified three studies addressing the inclusion of deaf students in Chemistry education and another that provides a more general overview of the relationship between Chemistry education and Inclusive Education. These results highlight the emerging need to enhance both the development of research in this area and to foster initial and continuing education for Chemistry teachers. Therefore, it is believed that identifying pedagogical practices fosters inclusion, highlighting Libras, for example, as a fundamental tool for overcoming communication and cognitive barriers.