A Inclusão de pessoas com deficiência no Ensino de Química: revisão bibliográfica dos Anais do ENEQ (2010-2020)

Abstract

This work aims to identify and analyze the works published in the annals of the last six editions of the National Meeting of Chemistry Teaching (ENEQ), regarding the theme of inclusion of people with disabilities. ENEQ is the main scientific event in the field of Chemistry Teaching in Brazil and is therefore an important reference for the entire community for portraying the reality of what is produced in the school environment. To this end, a bibliographic review is developed that has as its materiality 154 works that constitute the investigative corpus, which were published in the annals of the last six editions, from 2010 to 2020. The research results indicate that although there has been an increase in works published in the annals of ENEQ's regarding inclusion in Chemistry Teaching, there is still a lot to be done on the subject, because there is a big difference in the amount of works when compared to the other thematic lines of the event. The results also indicate that most of the works are limited to hearing and visual impairments, with intellectual disability being an area that still deserves more studies and research. Therefore, it results from this study how much inclusion in Chemistry Teaching is still a promising field to be expanded in the national scenario. Keywords: Inclusion, Chemistry Teaching, ENEQ.