Formação continuada e práticas pedagógicas de professoras de ciências dos anos finais do ensino fundamental para uma educação inclusiva

Abstract

This research deals with the teaching of Sciences with a focus on Inclusive Education, considering the continuing education and pedagogical practices of teachers of Sciences aimed at inclusion of children with disabilities. In this context, it is necessary to understand how the continuous formation and what practices has been developed by professors of Sciences to promote the learning of these students. Continuing education in the area of Inclusive Education is a way that can contribute to remedy possible formative gaps in initial formation and can enable the improvement of education for these adolescents. The teaching of science in the inclusive perspective must be based on the student's acquisition of skills that lead to research and scientific literacy. The main goal of this work is to build on the continuing education and pedagogical practices of teachers of Final Years of Primary Education for Inclusive Education in two public schools in the municipalities of Governador Mangabeira - Bahia and Cruz das Almas - Bahia. For the theoretical support, authors such as Gil-Pérez (1996), Gatti (2013), Mazzotta (2000), Tardif (2002) and Mantoan (1996, 2006, 2009) were used. For the development of the research was chosen as approach to qualitative and the types of descriptive and exploratory research. As data collection the interview was chosen where two informants talked about Inclusive Education, continuing education and pedagogical practices for the teaching of Sciences; the observation, which was carried out in the classes of the teachers and the field diary where the perceptions of the researcher were described. It was possible to identify continuing education for inclusive education, but still superficial. With this research, it was possible to conclude that there is a deficiency in the registries of the education departments related to the cases of students with disabilities in the common schools of the municipalities participating in the research. The registered cases have little or almost no assistance from the secretariats, since multifunctional teams are absent. The teachers participating in the research made it clear that they understand the meaning of inclusive education, but there is still an indistinction between inclusion and school integration according to their conceptions. The pedagogical practices developed by teacher Carolina are more focused on a teaching aimed at including students with specific educational needs than the practices of teacher Camila. Several challenges to the development of inclusive education in the schools they teach have also been reported. This research contributes to the knowledge about inclusive education in the cities participating in the research, giving an overview of the current situation of inclusion. However, it gives an opportunity open for new research in the area that will contribute to the improvement of the training of students with disabilities.