Análise ao PPC dos cursos de Licenciatura em Química da região Oeste do Paraná, quanto a preparação e capacitação pedagógica para a educação inclusiva aos futuros docentes

Abstract

This study analyzed the Pedagogical Course Projects (PPCs) of Chemistry Teacher Education Programs offered by public institutions in the western region of the state of Paraná, with the aim of understanding how these programs incorporate inclusive education and align with the legal and pedagogical requirements of teacher training. The qualitative and documentary research examined curricular matrices, syllabi, and guidelines present in the PPCs, identifying the presence—or absence—of components related to inclusion, diversity, and neurodivergence. The results reveal disparities among the institutions: some offer mandatory courses that address inclusion and adapted pedagogical practices, while others treat the topic only as an elective component or address it superficially. It was also observed that essential content, such as neurodevelopmental disorders, giftedness, autism, and ADHD, is still not widely included. It is concluded that, although there have been advances, the initial training of chemistry undergraduates still lacks deeper and more integrated approaches between theory, practice, and human diversity in order to prepare teachers capable of working in a sensitive, ethical, and inclusive manner in basic education.