Curso de licenciatura em Química na Unifesspa: uma análise por egressos sobre a formação inicial de professores para inclusão escolar de surdos

Abstract

The debates regarding the social and educational inclusion of people with disabilities have intensified and in the initial and continuing education, the transversality of special education has been discussed and evaluated. The study outlined here addresses the initial training of teachers of chemistry, analyzing the curriculum and the perceptions of graduates regarding the development of inclusive pedagogical practices with deaf students in school spaces. The inclusion of these students in education requires that education systems transform themselves, subsidizing the construction of inclusive schools in the regular education system, ensuring that school inclusion happens and that teachers feel prepared to act in order to include everyone, using the theoretical and practical knowledge internalized in their training. In this context, this study sought to discuss the dynamics of training in the undergraduate Chemistry course offered by Unifesspa from the perspective of graduates and their possible contributions to the development of inclusive pedagogical practice that addresses the uniqueness and specific needs of deaf students. Based on the qualitative research approach, interviews were conducted with subjects who had graduated from the undergraduate Chemistry course at Unifesspa, from 2013, especially regarding their perceptions about their training and the course curriculum, related to issues of school inclusion with deaf students. With the study, the research collaborators evaluated the contents/themes related to Libras, knowledge bases in special education, and other curricular activities of the course in the area of Libras and fundamentals of deaf education, considering its effectiveness and the real needs of the pedagogical practice. In general, the interviewees were unanimous in saying that their training provided little or no security to act in teaching spaces with the presence of people with special needs, including deaf students. The curricular design of the course needs to be reviewed regarding the offer of curricular activities that contemplate diversity, special needs, with special attention to Libras, with the possibility of developing projects in this area, in order to bring the transversality of these themes in the largest possible number of disciplines, besides the need to build inclusion policies and a greater contact of the academics during their training with this public. It is concluded that the transversality of special education in the training of teachers of chemistry, needs to be re-signified in the PCP and it is proposed that this transversality does not occur only in isolated disciplines, but that its possibilities are widely discussed in as many disciplines as possible. In addition to the disciplines, that the course promotes research, teaching and extension projects that can be developed with people with special needs, in the schools of the Marabá education network, to bring the academics closer to this school reality.