A prática pedagógica do professor de química e a educação inclusiva, na Escola Estadual Senador Chagas Rodrigues de Parnaíba-PI

Abstract

Knowing that teacher education is of utmost relevance in the professional life of the teacher and that inclusive education is increasingly rooted in schools, which has the duty to offer subsidies so that education can be universally accessible to all, regardless of class, color, age, disability, is that we try to understand how this reality is developed and how the chemistry teacher promotes it in the field of work. This article aims to evaluate the practice of high school chemistry teachers at Senador Chagas Rodrigues State Public School in the city of Parnaíba-PI, aiming at identifying the contribution that the initial professional training of the chemistry teacher makes possible for the teaching and learning process. learning and how inclusive education is promoted in this school environment. The qualitative research uses as a data collection instrument a structured questionnaire, based on an evaluation, based on the teachers' narratives in the area of chemistry. The results describe the opinions of the teachers who participated in this research, reporting and reflecting the difficulties encountered in working a methodology that covers all the diverse needs of leading the student to produce knowledge, as well as observing which methods are applied in the daily school life