Inclusive education in Chemistry Teaching: an analysis in national journals

• Autor(a) principal: Santos, Patrícia Maria de Moura
• Data de Publicação: 2020
• Outros Autores: Nunes, Pedro Henrique Pyrrho, Weber, Karen Cacilda, Gabriel, Claudio Lima Junior
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/36887
• topic: Inclusive Education; Chemistry Teaching; Literature Review.; Educación Inclusiva; Enseñanza de Química; Revisión de Literatura; educação inclusiva; ensino de química; revisão da literatura

This paper presents the results of a bibliographical review of the online literature of the articles published on the theme of Inclusive Education in Sciences/Chemistry in six Brazilian journals in the field of Science/Chemistry Teaching. The digital collection consulted contains 2,472 published papers, in the temporal cut from 2006 to 2019. Only 37 articles related to the theme were found in the last ten years. The initial selection of the papers was done by reading titles and abstracts of each journal and issue, including special ones. The 37 publications that fit the theme were read in full, and were qualified, quantified and grouped into tables and percent graphs, in order to identify the periodicity of the publications, and taking into account the amount of papers over the years, the location of author’s affiliations, educational level, thematic focus and kinds of impairment considered. By means of a quanti-qualitative approach, we have verified: (i) low annual growth rate of publications; (ii) concentration of publications in Brazil’s midwestern region; (iii) prevalence of higher education students as subjects of research; (iv) teacher training as a major thematic focus, and (v) prevalence of studies on visual impairment instead of other types. The panorama outlined reveals the need for an increase in the proposal and dissemination of activities and didactic materials that help teachers at all levels of education to deal with the demands that are presented in the scope of inclusive education.