Necessidades educacionais específicas na formação de professores de química: um estudo exploratório

Abstract

This study investigated the perceptions of undergraduate Chemistry students at the Federal University of Technology – Paraná (UTFPR), Campo Mourão campus, regarding their training to work with students who are the target audience of Special Education. The research is justified by the growing number of students with special educational needs and the importance of initial teacher education in promoting inclusive practices in basic education. The methodology involved a systematic literature review following the PRISMA protocol – which is a study method that aims to obtain new conclusions from the analysis of already published materials –, conducted using the CAPES Portal, as well as the application of a questionnaire – developed based on the review – administered to students from the third to the eighth semesters of the program. The results indicate that, although students recognize the relevance of school inclusion and have attended courses related to the topic, most do not feel adequately prepared to plan and conduct chemistry classes with an inclusive approach. This is particularly true for practical lessons, which demand specific ergonomic and physical adaptations, for both part of the teacher and the student of high school. Participants emphasized the need for more practical and targeted training, including workshops, internships focused on inclusion, and greater integration between chemistry content and adapted teaching strategies. The study concludes by suggesting that initial teacher education should be reinforced through the incorporation of inclusive pedagogical tools and hands-on experiences aimed at this student population, thereby ensuring more comprehensive technical and pedagogical preparation for the diverse realities present in contemporary classrooms.