A educação inclusiva e o ensino de ciências nos anos iniciais: casos em escolas públicas

Abstract

This work presents the results of a master's research project aimed at analyzing the implementation of public policies for inclusive education in public schools and the need for pedagogical support material for teachers, aiming at teaching Science in the early years of elementary school. To achieve these objectives, a broad survey of the scientific literature in the area was carried out, with the intention of providing a precise theoretical basis on the subject, addressing everything from public policies involving special/inclusive education, its historical trajectory, to its implementation by teachers in classrooms. For data collection, questionnaires and semi-structured interviews were used as instruments, from which a database and information on the topic under discussion in this project were constructed. These instruments addressed the issues investigated in order to identify the methods used, the content taught and the main difficulties faced by these teachers in teaching Science to students in inclusive education in elementary school. The results of the research showed that elementary school teachers wanted changes in the educational system as a whole, in terms of pedagogical dynamics, highlighting the lack of preparation of teaching methods for success in the educational journey. The target audience was composed of teachers of the initial grades of elementary school. In this sense, teaching based on Saviani's historical-critical pedagogy, which allows critical knowledge, refers to the theory and practice of the process of human formation, not only the acquisition of knowledge, but also the formation of ideas, concepts, values and attitudes for independence and changes in relationships in a different society. The qualitative research adopted enabled a process of interaction with the research subjects through questionnaires with a pre-established script, containing the same questions for all candidates. In light of this, in accordance with the professional postgraduate program, we developed an educational product with a sequence of activities for inclusive/special education, with suggestions for elementary school teachers. The sequence of activities was applied in person at two municipal schools in two cities: Barra do Garças (MT) and Aragarças (GO). Analysis of the data obtained during the classes allowed us to conclude that a sequence of activities that uses resources with different approaches, designed in an accessible and applicable way, provides access to knowledge in specific areas, such as technology, social and environmental, in an equal manner and with freedom of dialogue in the classroom. The results obtained show the effectiveness of the educational practice, minimizing the educational difficulties faced by these students.