Reflections on Inclusion in the Discipline of Chemistry from a Case Study Carried out in a Brazilian School

Abstract

This article presents reflections on the pedagogical practice of Teachers, on the inclusion bias, of a student with Intellectual Disability (ID). The research was carried out in a basic education school located in the Brazilian Midwest, in the State of Goiás. Through the immersion of the researchers in the educational institution, we investigated the context in which the student with ID is inserted, as well as the difficulties and potential of the teaching and learning process. For that, we observed the classes of high school, of a Regent Teacher (RT), of the discipline of Sciences / Chemistry, and of a Teacher of Support (TS); and, finally, we used the use of questionnaires, for collaboration in data collection. We perceive, during the research, the difficulties of working together between RT and TS. We consider that the School of Basic Education is still far from effective inclusion, especially because of the teaching methodologies used that fall short of students' needs.

Keywords

• Inclusão
• Química
• Escola