Currículo inclusivo de ciências anos finais do ensino fundamental: uma proposta para a formação docente

Abstract

This master thesis aims at discussing about the inclusive curriculum organization for teaching science of the last years of elementary school, in order to make it more inclusive. The research proposes a teachers’ training course considering the inclusive curriculum for science teaching at the last years of elementary school, whose result is the educational product. The research was guided based on Salamanca Statement, in order to observe not only students with disabilities or at risk, but all students from a sócio-historical perspective, as well as the relation among language, cognition, interaction and affection. In order to reach this objective, a university extension action was carried out by a course, with 25 teachers who worked with the last years of Elementary School, in Sciences disciplines of the Public State Educational Network in Curitiba and the Metropolitan Region. As it is an extension action, it also included academics from UTFPR, who studied in the Nature Sciences courses. The course was organized in four biweekly attendance meetings of 4 hours each, counting 16 hours, plus 24 hours of on-line activities, totaling 40 hours of duration, in seven stages. Thus, in order to record the studied data, the following resources were used: questionnaire, field diary, conversation groups with audio recording and production of a lesson plan. The qualitative research applied a Content Analysis to evaluate the materials that became the corpus of which the analytical categories were constituted. The results show that the science curriculum should be the same for all students, that the exclusionary inclusion and the humanist/assist view have been present in educational institutions according to the participants of the extension action and the need for ongoing processes of teachers’ training courses regarding the inclusive perspective, according to a strong insecurity reported by teachers, with regard to curriculum development with the planning of classes and evaluations. The educational product associated to this master thesis is an educational guide for the teachers’ ongoing background concerning the inclusive curriculum for science teaching in the last years of Elementary school.