Grade curricular e educação inclusiva: cursos de Licenciatura em Química, Física e Ciências Biológicas das universidades estaduais nas regiões Sudeste e Sul

Abstract

Brazilian legislation guarantees the right to education for all, including people with disabilities. The Brazilian Inclusion Law (2015), also known as the Statute of Persons with Disabilities, reinforces this guarantee. Despite advances, such as the Salamanca Declaration (1994) and the LDB (1996), school inclusion still faces challenges. The 2002 National Curricular Guidelines emphasize the importance of teacher training focused on diversity. The effective implementation of inclusion requires more than laws: it requires valuing the subject and pedagogical practices that respect differences. Thus, this study analyzed the curricular matrices and syllabuses of the Bachelor's Degree courses in Chemistry, Physics, and Biological Sciences at state universities in the Southeast and South regions of Brazil, in order to verify the presence of Inclusive Education in initial teacher training. The research, of a qualitative and documentary nature, was based on the Course Pedagogical Projects (PPCs), located on institutional websites and mapped via e-MEC. The study followed steps such as a bibliographic survey, course mapping, collection of PPCs by sampling (one state per region) and analysis of disciplines focused on Inclusive Education. The results revealed that the workload of these disciplines is reduced (between 1% and 3%) and generally focused on teaching LIBRAS, with little attention to other dimensions of inclusion, such as multiple disabilities, ASD and giftedness. This limitation highlights a gap in initial training, contrary to national guidelines. It is concluded that it is urgent to expand and qualify the approach to Inclusive Education in undergraduate courses in Science, promoting training that is more sensitive to the diversity of classrooms.