THE IMPORTANCE OF PREPARING TEACHING METERIALS FOR NA INCLUSIVE EDUCATION IN CHEMISTRY TEACHING

Abstract

This article comes to contributes to this expanding universe in the search for meaningful learning that
encompasses all its social actors, where differences are respected and understood, and thus focus
on the cognitive growth of all those involved. Aiming to investigate the development of inclusive
teaching material by undergraduates in Chemistry at URCA, we used a qualitative methodological
approach, students were instructed to produce tactile atomic models of "s" and "p" orbitals. In the
results and discussions, we present the students' conceptions about the material production, teaching
and learning of Chemistry in an inclusive perspective. As a result, we observe the need to prepare
future teachers in the perspective of an education that is focused on the diversity of students,
respecting the specificities of each in learning and thus walking in the construction of a critical and
reflective education, in order to open paths so that inclusion is effective and students receive quality
education.