Inclusive education in Chemistry teachers’ initial training in Federal Institutes of São Paulo

Abstract

Having as its most essential principle the education for all, an inclusive education demands teachers who work as mediators on an inclusive learning process. However, most teachers say that they are not prepared or able to develop and apply activities which really embrace students who have any kind of disability or learning disorder. With that said, this paper’s goal is to analyze under the inclusive education perspective the chemistry teachers’ initial training in some Federal Institutes located in São Paulo state through content analysis, according to Franco (2008) and Bardin (1977). The analyzed documents were the Projetos Político Pedagógicos and the list of subjects from the chosen Chemistry Licensure courses. Our studies show that even facing a scenario with laws and resolutions which guarantee these singular students access to regular schools, these Higher Education institutions barely work beyond what is demanded by the law and it does not guarantee an effective and qualified training process to the licensure students so they can work with inclusive classes and promote an inclusive education.