TEACHER EDUCATION FOR CHEMISTRY TEACHING FROM AN INCLUSIVE AND ANTI-ABLEIST PERSPECTIVE

Abstract

The discussion about inclusion, disability, and ableism is part of teacher education in Chemistry and, in recent years, has focused on the creation of materials, methodologies, and research based on the presence or absence of people with disabilities (PwD) in school spaces and their learning in Science and Chemistry. To move forward, it is necessary to understand that, despite ongoing efforts, ableist discourses are still present in initial teacher training, and anti-ableism is not considered a conceptual tool in the various curricula that shape Chemistry education. This article aims to present perceptions about inclusion, ableism, and anti-ableism in the discourses of Chemistry undergraduate students at the Federal University of Bahia. To this end, an action-research project was carried out through a training workshop that provided a space for assessment and learning on the topic. The results show that Chemistry undergraduates held an integrative conception of disability and, even with previous experience as teachers of students with disabilities, indicated that the discussion of anti-ableism in connection with Chemistry Teaching remains insufficient.