Formação de professores e o ensino de Ciências: desafios da educação inclusiva

Abstract

Interest in the topic of inclusion arose during the undergraduate course in Nature Sciences-Licenciatura-UNIPAMPA, Dom Pedrito campus, during the period of participation in the Pedagogical Residency Program (PRP) which was from October 1, 2020 to March 31, 2020. 2022. This research has the general objective: To analyze inclusive educational practices in the context of Science teaching in the final years of elementary school at Alda Seabra municipal school. To achieve this general objective, the following specific objectives were outlined: a) Investigate the existence of students with special educational needs at the municipal school Alda Seabra; b) Investigate the methodologies used for students with special educational needs (SEN) for teaching Science; c) To provide a reflective continuing education practice on the conceptions of inclusive education in rural schools; d) Contribute with reflective theoretical subsidies from the perspective of inclusive education for teacher training in general and, specifically, for teaching Science. The research is exploratory in nature. Regarding the procedures, it is classified as a case study. For the development of the research, a semi-structured questionnaire with open and closed questions was used in order to find out what materials and methods were used by all school teachers, in particular, science teachers in the final years of elementary school with the students included. A training activity was carried out on November 30 with twenty teachers from the school with the participation of teacher Franceli Brizolla through a video called by meet. After carrying out the research, it can be seen that teachers think that we have to treat the diversities found in the classroom with normality and respect and that with all these years of existence of the inclusion laws, a great advance regarding the subject has occurred.