Inclusion in Chemistry Teaching at Brazilian Chemical Society (BCS) Annual Meetings (2015-2020)

Abstract

The present work sought to carry out a study about inclusion in Chemistry Teaching, in the context of special education, at the Annual Meetings of the Brazilian Chemical Society, from 2015 to 2020. It is assumed as important, with the Brazilian Society of Chemistry, to identify whether the productions presented at the Annual Meetings are related to the ten and sixteenth strategy of goal four of the National Education Plan. The research was of the bibliographic type and qualitative analysis of the information. 10 papers were selected, representing less than 2,1% of all publications of the Annual Meetings of the Brazilian Chemical Society, in the defined period. This helps to argue about the need for the Chemistry Teaching community to invest in research, experience reports and training processes guided by the prerogatives of inclusion.