A inclusão nas aulas de Ciências: percepção de professores em relação ao trabalho com alunos com necessidades especiais

Abstract

This research aimed to investigate how science teachers understand the inclusion of pupils with special educational needs (SEN) in the classroom work. Had as target science teachers Nature of the state public school system in order to analyze how is the process of teaching this area of knowledge with students with SEN in the city of Dom Pedrito - RS. The work also developed didactic sequences, consisting of suggestions for development activities with the public. The research is methodologically characterized as qualitative, exploratory (GIL, 2002). The instrument used was questionnaire and content analysis was based on Bardin (2015). Conceptions of Inclusive Education are supported by Benite (2009), and Sartoretto Bersch (2014) and linking the same with the Nature of Science Teaching by Lippe and Camargo (2009). It found a weakness in the training and preparation of science teachers in the public education system of Don Pedrito for working with special students, as well as a silencing of schools in relation to work with people with special needs, since this work not assumes a prominent role in this sphere. Therefore, it is believed that this research and the activity suggestions mentioned in it, contribute to working with special students in science component.