Formação de professores em química, física e ciências biológicas na região norte: desafios e perspectivas para a educação inclusiva

Abstract

Teacher training for inclusive education represents one of the main challenges of contemporary Brazilian education, especially in regions historically marked by inequalities, such as the North Region. This work aimed to analyze how the curricula of undergraduate courses in Chemistry, Physics and Biological Sciences, offered by federal universities in Northern Region of Brazil, incorporate the principles of inclusive education. The search adopted a qualitative approach, based on document analysis institutions related to the curricular organization of the courses. The main ones results show that, although all institutions comply with the mandatory of the Libras discipline, only two universities present proposals curriculum with specific components aimed at inclusion, such as: Fundamentals of Special and Inclusive Education, Inclusive Education and Instrumentation Practices for Teaching Chemistry in Special Education. It was also identified the absence of a critical and contextualized approach that considers the particularities sociocultural aspects of the region, as well as a weakness in the articulation between theory and practice. It was concluded that there is an urgent need for curricular review in courses analyzed, in order to promote teacher training more aligned with the demands inclusive education and the principles of equity.