Ensino experimental de química e acessibilidade: percepções e estratégias inclusivas para estudantes com deficiência

Abstract

The inclusion of students with disabilities in experimental Chemistry education represents a challenge involving physical, pedagogical, methodological, and training-related dimensions. Although the Brazilian legal framework guarantees the right to inclusive education, barriers still limit the full participation of these students, especially in laboratory activities. In this context, this study aimed to analyze Chemistry teachers’ perceptions of accessibility in experimental spaces, identifying barriers and inclusive pedagogical strategies, with a view to developing an accessible educational booklet. The research adopted a mixed, exploratory, and descriptive approach and was conducted with seven teachers from two public schools in the municipality of Paulistana, Piauí, using a semi-structured questionnaire applied via Google Forms. The results revealed that, despite previous experiences with students with disabilities, laboratories present structural limitations, a lack of adapted materials, and gaps in teacher training for inclusive practices. Identified strategies included simplified experimental protocols, assistive technologies, individualized tutoring, and experiments using everyday materials. It is concluded that promoting inclusion in experimental Chemistry teaching requires the integration of structural adaptations, inclusive pedagogical planning, continuous teacher training, and institutional support. The developed booklet serves as a support tool for fostering more accessible and equitable practices.