Análise do perfil formativo de professores de química na perspectiva da educação inclusiva, na visão de formadores e licenciandos

Abstract

This is study about the initial formation of Chemistry Teachers considering the transversality of the Inclusive Special Education on the curricula of Chemistry teacher’s formation courses from two public universities, one in Pará state and other in the state of São Paulo. We seeked to analyze the initial formation regarding the special education, specifically on inclusive education, comparing the formation processes in Unifesspa and Unesp. The main issue: How is the initial formation for Chemistry teachers being provided in relation to special education regarding inclusive education in UNESP and Unifesspa? Which formative trajectory have such courses been constituting? We seeked to identify the curricular activities done by institutions which worked on inclusive/special education in order to understand how the undergraduate students evaluate their own learning expectations, reflecting about the activities provided during the formation process and the consequent formative profile. The research comprised a qualitative approach, and did comparative analysis between the institutions. The participants were coordinators from the courses of Chemistry, teachers who taught matters on the field of special/inclusive education and trained in those courses. The instruments used to build the database were: questionnaires, semi structured interviews and focal groups. Based on the results, we analyzed that the institutional documents are reasoned on legal bases, but they do not assure a formation based on inclusive practices since there are not definitions of the principles of inclusive education. We observed that, regarding the practicing profile, the formative teacher has a specific formation, but the coordinators neither received initial training on this aspect nor experienced continued formation processes on their fields in order to work on inclusive education. In the organization of the courses curricula, there was only the matter about Brazilian Signs Language (LIBRAS) at the federal university, and LIBRAS, Special Education and Inclusion at the State university, jeopardizing the training and pedagogical practices for Target audience Students of Special Education (TSSE), since the restriction of contents make gaps in the initial training of teaches, who do not appear prepared to work on inclusive education. These results urge for changes on the organization of PDI, PPC of the curriculum, by adding matters from the special education field, since we did not identify any activities other than LIBRAS, that had any content that could be implemented onto the teacher’s formation curriculum. The study evidenced a reiterative misconception that the matter of LIBRAS itself was enough to fulfill the demands of inclusive education. Such aspects were observed based on the analyses an expectation of the students. We conclude that the PPC and courses of IES need a revision on the curricular activities, concerning contents from special education and a better quality of the formation strategies. It is necessary to develop an inner policy of continued formation for teachers and to expand its availability through: workshops, pedagogical atelier, mini courses about special/inclusive education with potential to improve the initial/continued formation of Chemistry Teaching.