Análise das dificuldades enfrentadas por professores de química e professores de apoio no ensino de química para alunos com deficiência na cidade de Ituiutaba/MG

Abstract

This study aimed to analyze the main difficulties faced by Chemistry teachers and support teachers in classes with students with disabilities. The interest in inclusion in Chemistry classes came from participation in the Pedagogical Residency Program, developed by the Coordination for the Improvement of Higher Education Personnel (Capes). During the monitoring of the Program's activities in a public school in the city of Ituiutaba/MG, it was noticed that most classes had students with disabilities, but that only some of them had the support of support teachers, who helped the regent teacher. From this experience, there was an interest in understanding the work developed by support teachers in Chemistry classes, their action in classes with more than one student with a disability and, with different types of disabilities in the same class, in addition to the possibility of partnership in the planning and execution of activities with Chemistry teachers. The initial idea was to follow in loco the work of support teachers in Chemistry classes, observing and interviewing them at school. However, since, as of 2020, classes will be held online, in accordance with sanitary measures to fight the COVID-19 pandemic, it was decided to conduct an interview with three Chemistry professors and three support professors. virtually through an application for exchanging text and audio messages. In addition, remote work also became the focus of this investigation, seeking to understand the difficulties faced by Chemistry teachers and support teachers in remote classes for students with disabilities. With the analysis of the answers, it was verified that the support teachers have many difficulties in the application and adaptation of the contents of Chemistry, consequently, they need to resort to other means to understand the concepts before proceeding with the adaptation of classes for students with disabilities. Among the deficiencies mentioned by teachers as the ones that represent the greatest difficulties are autism, hearing loss and visual impairment. As a result of the investigation, there is a need for partnerships between support teachers and Chemistry teachers, as well as the commitment of the school, the secretary of education and the federal government in enabling alternatives for continuing education and in the production of support materials for the inclusive work in Chemistry classes.