Initial training of chemistry teachers in promoting inclusive education

Abstract

Inclusive practices are an imperative in contemporary education, requiring that teachers be prepared from their initial training so that we can have an Inclusive Education. In this study, we investigated the initial training of Chemistry undergraduates at the University of Brasília in promoting Inclusive Education, focusing on the subject "Teaching Chemistry in Inclusive Schools", highlighting the challenges and inclusive educational practices. A qualitative, exploratory and descriptive research was conducted with 11 students enrolled in this subject, using a questionnaire and semi-structured interviews. The results revealed the participants' perceptions about training for inclusive pedagogical practices. All participants reported feeling unprepared to act in an inclusive manner, especially due to the lack of content and practical approaches focused on inclusion throughout the course. The subject "Teaching Chemistry in Inclusive Schools" stood out in the initial training of these future teachers, integrating theory and practice, with emphasis on dynamics that contributed to the understanding of inclusive methodologies. The awareness that training represents only the beginning of the preparation of inclusive teachers highlights the importance of continuous evolution in pedagogical practices, supported by ongoing training. We conclude that there is a need to rethink undergraduate curricula, giving greater emphasis to the promotion of inclusive practices. The observation of the lack of preparation of future teachers for this issue highlights the importance of more effective training of future educators for the construction of more inclusive schools. In addition to improving the discipline in question, the research has implications for educational policies and teacher training programs, challenging the balance between expectations and reality in the promotion of inclusion.