The theme of inclusion and the teaching and learning process in de school context: the teaching perspective

Abstract

This research aimed to analyze what has been published about being a Science/Chemistry teacher in the school context focused on inclusive education, through a review of articles in Teaching/Education journals considering the period from 2017 to 2020. The research is qualitative and data analysis was carried out based on content analysis procedures. The results point to investment requirements in the qualification and training of educators, both in initial training, as well as in continuing education, since the main difficulty outlined by teachers is the little prior knowledge offered in educational institutions about Inclusive Education. Thus, it is suggested that from this perspective, it will be possible to create favorable conditions for the learning and development of students with or without learning difficulties in an inclusive school environment. Besides, it was observed that the theme of being an inclusive teacher in the Science/Chemistry area needs greater dedication to studies that represent reflections on the subject since no publication in this area was identified in the selected journals.