Percepção Crítica dos Discentes do Curso de Química Licenciatura para a Educação Inclusiva no Ensino Superior da Uema, São Luís - Ma, Brasil

Abstract

This work had as its general objective to evaluate the profile of students of the Chemistry Degree Course, Center for Education, Exact and Natural Sciences of the State University of Maranhão (CECEN/UEMA), regarding the inclusion of students with disabilities in the institution. The research adopted a qualitative and quantitative approach, descriptive in nature, using a questionnaire with open- and closed-ended questions administered to students in the aforementioned program. The data were organized into graphs and discussed in light of the scientific literature on teacher training and inclusion. The results revealed that all participants reported being familiar with the term "atypical student," indicating a certain level of awareness regarding diversity in the educational context. However, only 23.1% of students considered themselves fully prepared to accommodate students with disabilities, while the majority expressed uncertainty, pointing to gaps in their initial training. Regarding institutional conditions, some students believe that UEMA is not prepared to adequately serve this population, and many report that they would not know how to respond to this reality. Suggested strategies to improve inclusion primarily involved teacher training, the use of adapted methodologies, assistive technologies, and individualized support. The discussion highlighted that, despite the existence of initiatives such as NAU (UEMA Accessibility Center), there is still a need to strengthen continuing education, expand inclusive experiences in the curriculum and improve the institution's infrastructure to ensure the effectiveness of inclusion in higher education