Ensino de ciências e inclusão escolar: perspectivas e práticas de professores frente à deficiência intelectual

Abstract

Science education for students with intellectual disabilities should be guided by the principles of school inclusion, which today constitutes a new paradigm of education and result in significant changes in the school environment. However, to enable the fully enjoy of students with intellectual disabilities to the right of access, participation, learning and permanence in the regular education system, there are still adjustments to be made in the classroom. The main objective of this work was to identify, describe and analyze the teaching practice of science teachers for students with intellectual disabilities in common classes of the regular school system, in the final years of elementary school. In order to achieve the proposed objective, a qualitative research study was carried out, such as survey research, whose observation data collection technique. This research was developed in three municipal schools and one state school in an inland city the state of Mato Grosso do Sul and had as participants five science teachers from the final years of elementary school. The observations were intended to follow the practices implemented by the teachers in the classroom and counted on the help of a field diary for registration. In the total 28 classes were observed and analyzed, resulting in 19 activities developed by the teachers. The main results showed that there is a lack in the use of learning resources and teaching strategies by the teachers observed. This deficiency can be explained partly by the lack of continuing teacher education on the school inclusion of student with intellectual disabilities. In addition, it was observed that teachers assume alone the task of teaching students, highlighting the lack of collaborative strategies among science teachers and teachers of Special Education. It is expected that the results of this study can support training to science teachers, as well as provide reflections on the pedagogical practices to be implemented for the student with intellectual disabilities.