The inclusion of students with disabilities through artchemistry: a systematic literature review

Abstract

ArtChemistry is a concept governed by the fusion of knowledge from Chemistry and Art, integrating creativity, experience, and human senses, and fostering a new paradigm in education through interdisciplinarity. The school is an institution where students experience both collectivity and individuality; therefore, school inclusion is considered from the perspective of exclusion. This article is a systematic review, based on the State of the Art, which aims to analyze scientific productions on pedagogical practices and their implications for promoting the social inclusion of students with disabilities through ArtChemistry. An analysis of publications was conducted on the Portal de Periódicos Capes and Google Scholar from 2019 to 2024, using the descriptors: Art, Chemistry, Inclusion, and Disability, with the Boolean operator "AND". The results showed that Art creates opportunities to engage students' interest, both for the integration of those with disabilities into the school environment and for the discussion on the importance of designing and building inclusive environments. However, the analysis of the publications reveals that its use is not made explicit. Furthermore, there is little scientific study on the inclusion of students with physical disabilities, especially regarding the use of interdisciplinarity between Art and Chemistry, which reveals gaps in this area of knowledge, particularly concerning the dialogue between public policy, inclusion, and the school environment in the teaching-learning process.