O ensino de ciências para a educação inclusiva no Brasil : revisão sistêmica de literatura

Abstract

The present Course Conclusion Paper deals with Science Teaching for Inclusive Education in a perspective of considering the importance of Scientific Literacy for the development and learning of students with disabilities in Brazil. In this way, the work seeks to answer in what ways Science Teaching for Inclusive Education has been carried out in Brazil through works published in the CAPES Periodicals portal. The objective of this work is to present a discussion about the forms used by teachers in Science Teaching for Inclusive Education. The work presents as theoretical foundation aspects about the history of Inclusive Education, facts about Science Teaching in Brazil along with the training and performance of Science teachers for Inclusive Education and the relationship of the National Curricular Common Base (BNCC) to Education. Science and Inclusive Education. In order to answer the research problem and simultaneously meet the established objectives, a qualitative research of a basic nature was used as a methodology, with an exploratory and descriptive character through bibliographic research of the Systematic Review of Literature type to obtain data on the forms of Science Teaching for Inclusive Education from 2015 to 2020. The data obtained were treated through content analysis and were grouped into pre-categories: main characteristics and references, obstacles in Science Teaching for Inclusive Education and main Science Teaching strategies for Inclusive Education. Inclusive education. The results obtained from the research indicate that there have been changes in the training of Science teachers and that the forms used in Science Teaching for Inclusive Education are linked to the use of adapted teaching materials and conditioned to the presence of interpreters and classroom assistants. Therefore, through the present work it was possible to understand that Science Teaching for Inclusive Education presents several vulnerabilities that can compromise the quality of development and learning of students with disabilities and for that reason the problem of this research must still be object of of study for the other researchers.