Panorama da Inclusão no Ensino de Ciências de Acordo com Publicações Mais Relevantes da Área

Abstract

The present research investigates Science Teaching from the perspective of Inclusive Education from the publications of magazines classified as Qualis A1 and A2 in the area of Education and in the area of Education from 2000 to 2017 and also from the works published in the Proceedings of the editions of the National Research Meeting in Science Education (ENPEC), from 1997 to 2019. The qualitative approach anchored the present study, which was carried out at two different times. The first moment was conducted by a group of researchers in Chemistry at the University of Brasília (UnB) who carried out the survey of the journals. 145 journals with A1 classification and 197 journals with A2 classification were identified in the evaluation areas of this research. From the search arguments, 59 papers were found, which were inserted in the WebQDA software and categorized. The second moment was carried out by researchers in the field of Physics Teaching at the Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP-Bauru) with a survey of the works published in the editions of ENPEC. As it was done in the first moment, we searched for terms that referred to the Target Public of Special Education from the perspective of Inclusive Education, such as disability, disorders and disorders, for example. 162 works published in the Proceedings of ENPEC editions were found. The objectives of the present study were to identify the deficiencies and disciplines most addressed in these surveys; verify what these publications point out about teacher education in an inclusive perspective; and, identify where these data point with respect to the future of research on Science Teaching and the inclusion of the target audience of Special Education in the perspective of Inclusive Education. The analysis shows that, despite the increase in the number of publications over the years, there is little research on physical and intellectual disabilities, global developmental disorder / autism spectrum disorder, high skills / giftedness. In addition, as reported in previous research, the number of works with an emphasis on teacher training remains low, especially with regard to the standardization of pedagogical and inclusive actions in the educational environment, showing that some shortages in the area with regard to the subject in question have not been remedied over the nearly twenty years of publications in the area of Science Education with a view to including the Target Public of Special Education.