Flexibilização curricular no ensino de ciências nos anos iniciais do ensino básico: a experimentação de cromatografia no estudo da fotossíntese para alunos cegos

Abstract

The school, being a space for the cultural and social formation of individuals, has the essential function of striving for the full development of its students. School inclusion is still a very controversial and complex subject today, due to the lack of complementary training for teachers, especially in the public school system, but a reality experienced within regular classrooms and increasingly with greater demands. Seeking equal opportunities for all students, it is necessary to take a singular look at lesson planning, specified here in the science curriculum component for the application of experimental practices. This research aims to analyze the guiding documents of education as they talk about special education / school inclusion and to develop and make flexible the adaptation in experimental practice of science teaching, for students with visual impairment, linked to basic education early years of teaching fundamental. After completing the article ―Visions on School Inclusion in the Context of Special Education: PCN X BNCC‖ it was possible to consider that the theoretical content found in the PCN provides a broader didactic contribution, with different possibilities for adaptations from the curriculum to the methodological practices. The BNCC, which is important in the current educational political context, has several gaps in its formulation, regarding the learning and development objectives of people with disabilities, as well as the issue of flexible curricula and content. Afterwards, after the development and application of the flexible experimental practice, presented through the manuscript, it can be seen that it was very positive and contributed significantly to the student's learning, promoting real inclusion in the classroom. Emphasizing the importance of offering an equal and quality education to all of our students, we arrived at the Grounded Theory of Data that thinks about the consolidation of school inclusion from a singular look at the student. Perceiving access to education that includes all students and allows possibilities for active participation in practical experiments based on adaptations of materials and methods in its application.