As contribuições do AEE e do DUA para o ensino de ciências em uma perspectiva colaborativa

Abstract

The task of teaching all students has been challenging when it comes to the diversity of students with specific educational needs in the education system. One of the alternatives that has been discussed is the development of pedagogical practices with inclusive perspectives for teachers who are faced with these students in their classes. Given this scenario, it is worth investigating the following problem: what are the contributions of Specialized Educational Assistance (AEE, from Atendimento Educacional Especializado in Portuguese) and Universal Design for Learning (UDL) to teaching and learning in schools with inclusive perspectives? The aim of this research was to understand the contributions of AEE and Universal Design for Learning (UDL) to the teaching and learning of science in a 6th grade class in a school with inclusive perspectives. In this context, the DUA curriculum proposal has been a reference for inclusive education, along with the collaborative work developed between AEE and the classroom. The research was carried out in a state school in the city of Jataí, Goiás, a pioneer in the provision of AEE in the municipality, which caters for the final years of elementary school and secondary school. The approach adopted was pedagogical intervention research. In approaching the subject of inclusive education, we sought to bring it closer to the perspectives of historical-dialectical materialism, which point to the contradictions immanent in the education currently offered by capitalist society, including the contradiction existing in the very specific nature of educational work. The research participants were the classroom science teacher, the AEE teacher and the students with specific educational needs. The following instruments were used to collect the data: a semi-structured interview and an observation script. As an educational product, a requirement of the professional master’s degree, a collaborative learning plan was produced between AEE and the classroom entitled A collaborative proposal between AEE and the classroom in science teaching based on the DUA. The teachers began to consider the principles of DUA when planning their teaching practices, designing lessons, activities and assessments that catered for students, with or without disabilities, and used teaching resources that favored learning. The results confirmed the potential of pedagogical practices with inclusive perspectives in partnership with the AEE, developed in the DUA curriculum proposal. The pedagogical practices were important for learning, socialization and improving the students’ behavior in relation to the content proposed in the classroom. However, this methodology alone does not resolve the weaknesses of inclusive education, as the construction of an inclusive school, which offers access, permanence and quality education for all students, is still in the process of being implemented. Some difficulties arose when it came to developing joint activities due to the teachers’ workload. It is hoped that the evidence from this research can encourage teachers to reflect on the development and application of collaborative pedagogical practices based on DUA, between ESL and the classroom, as a methodology that helps and favors the learning and permanence in school of students with or without disabilities.