Perceptions of Chemistry teachers about classes at non-formal educational places and the challenges for include students with disabilities in these places
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Abstract
In this paper, we investigated the perception of Chemistry teachers about the potential of non-formal places to favor the learning process, including students with disabilities related to inclusive educational perspective. In the research, characterized as qualitative/exploratory approach, six in-service Chemistry teachers from two public High Schools at Viçosa (Brazil) were interviewed about their classes in these places and the possibilities that its present to include different students. The semi-structured interviews were transcribed and analyzed based on Bardin's Content Analysis. The results showed that, although there are logistical difficulties to visit Museums, the teachers evaluated that these are places where students interact more with scientific knowledges and other colleagues. It was concluded that the two Museums visited are not yet prepared to attend students with disabilities, due to the lack of accessibility physical and linguistic (Braille and Brazilian Sign Language), and assistive technologies to access information about the collections on display.
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