Inclusão escolar e o ensino de Ciências

Abstract

This research had as objective to investigate the process of Inclusive Education in a State School of the municipality of Dois Vizinhos. The research was carried out regarding the number of students included, the needs they present and the methodologies used by the school to apply to the students included. Initially the work traces a brief history of Inclusive Education, addressing how the inclusion process was initiated worldwide, then as it was in Brazil and later as it occurred in the State of Paraná. The inclusion of students with special educational needs in the regular school system has become compulsory and regulated by Law. Therefore, the present study proposed the collection of data using questionnaires, interviews and field diaries. The questionnaires were applied to teachers who are in charge of the regular classes of Science and Biology and to teachers who support the students with special educational needs. The interviews were applied to the teacher of the multifunctional resources room and to the pedagogical team. The field diary was used for notes of the daily observations working with the included students. Data analysis was performed using the qualitative method. The school has 52 students enrolled, these students attend the multifunctional resource room in the opposite period of regular education. In this space there are various games and teaching materials in order to provide a diversified learning environment. After the data collection, games were developed to teach science to be applied to students with special educational needs, facilitating the understanding of the content proposed in the curriculum. Through this study it is emphasized that it is possible to provide quality education to all, if each plays its part within the school community. The observed school is constantly changing to better serve students with special educational needs.