Proposta didática para a educação inclusiva no ensino de ciências: sistema digestório e suas especificidades

Abstract

This teaching proposal presents the development of a set of pedagogical interventions aimed at teaching the digestive system in special education, applied with students from APAE Santa Helena. The justification lies in the need for inclusive practices that promote understanding of Science content through concrete, multisensory and socially mediated experiences that respect each student’s learning rhythm and potential. The objective was to offer an accessible approach integrating anatomy, digestive functions and health habits, combining visual, tactile and technological resources with hands-on activities. The methodology was structured into four thematic lessons involving models, videos, food tasting, simple experiments and immersive technologies, allowing students to experience each stage of the digestive process in a progressive and meaningful way. The analysis of the records revealed cognitive gains, such as recognizing the sequence of the digestive pathway and identifying organ functions; motor improvements observed in manipulation of materials and precision tasks; and socio-affective development expressed in engagement, collaboration and increased confidence. The results indicate that adapted and multisensory practices enhance learning in inclusive settings and support greater student autonomy, enabling the consolidation of scientific concepts and active participation. It is concluded that the proposal shows potential for replication, reinforces the importance of accessible Science teaching, and contributes to the strengthening of pedagogical practices in special education.