Ensino de química e transtorno do espectro autista: uma revisão de estratégias pedagógicas inclusivas

Abstract

This undergraduate thesis aims to analyze the inclusion of students with Autism Spectrum Disorder (ASD) in Chemistry education, with an emphasis on pedagogical practices, the use of educational and assistive technologies, and teacher training. The research is characterized as bibliographic, exploratory, and documentary in nature, with a qualitative approach, grounded in theoretical frameworks of inclusive education, science education, and neurodiversity. The bibliographic survey was conducted in the Google Scholar, SciELO, and CAPES Journals databases, encompassing publications from 2018 to 2025. After applying inclusion criteria, seven scientific articles directly addressing the teaching of Chemistry or Science to students with ASD were selected. Data analysis was conducted using the Content Analysis technique, allowing for the identification of thematic categories, convergences, gaps, and contributions of the analyzed studies. The results show that strategies such as structured teaching, the use of visual resources, playful activities, educational technologies, and assistive technologies promote meaningful learning, engagement, and retention of students with ASD in chemistry education. However, a scarcity of applied empirical research was found, especially in the context of secondary education and public schools, as well as the absence of consolidated guidelines for adapting practical and laboratory classes. It is concluded that the effective implementation of inclusive chemistry education demands continuous teacher training, the development of accessible teaching materials, and the expansion of empirical research that bridges theory and practice, ensuring equitable access for students with ASD to scientific knowledge.