A educação inclusiva no ensino de ciências e biologia: uma análise a partir de produções acadêmicas

Abstract

This work presents an analysis of scientific articles that discuss the inclusion of students with special educational needs in the teaching of Sciences and Biology. The research is justified by the importance of understanding the challenges and advances faced by teachers in educational institutions in the face of inclusive education. The general objective was to understand how the analyzed articles address this theme. The methodology adopted had a qualitative approach and was based on Discourse Textual Analysis (DTA), conducted through the selection of 12 articles published between 2022 and 2025, found in databases such as Google Scholar, SciELO, CAPES Journal Portal, and the Brazilian Journal of Inclusive Education.The articles were subjected to the stages of impregnation, unitarization, categorization, and production of the metatext. As a result, four main categories emerged, with the most recurrent being "the importance of public policies", which was selected for in-depth discussion. The analysis revealed that, although there have been legislative advances in Brazil, the effective implementation of public policies is still limited, reflected in the lack of resources, inadequate teacher training, and weak coordination among educational agents. It is concluded that the success of inclusion in Science and Biology teaching depends on concrete actions, institutional planning, continuing teacher education and the appreciation of diversity as a pedagogical principle. This study contributes to the academic debate by highlighting the need to strengthen the relationship between theory, legislation, and practice in building a truly inclusive school