Principais desafios no ensino inclusivo de ciências: perspectiva dos professores do ensino básico

Abstract

Basic education, in general, presents a series of tasks that are discussed, evaluated and reorganized for greater efficiency in the teaching-learning process. Within a national context marked by inequality, the school has a fundamental role in the formation of citizenship of all its members, that is, students, employees, teachers and managers. Discussions on inclusive practices have become more intense as they have emerged through policies aimed at this audience. Special Education has emerged with the aim of creating inclusive pedagogical skills and, in addition, training teachers in the disciplines of teaching children with Special Educational Needs (SEN). However, teaching all public needs, inclusive science education is still a major challenge in teacher practice, since the teacher must respect and empower as the skills of each individual. This study has to ascertain the occurrence by science teachers of the municipal network of education of João Pessoa - PB, make use of inclusive methodologies. It was characterized as a qualitative and quantitative approach. Data collection was done with teachers from seven municipal schools of João Pessoa through a series containing 22 questions. Data were tabulated and retrieved using the content analysis method. Ten teachers working in the municipal education network participated in the study. Most teachers, 50% have completed their undergraduate courses at the UFPB and most teachers state that they are not satisfied with the subjects of their initial career. The main dissatisfactions are referring to the superficiality in approaching them. Related to the difficulties in teaching practice, the majority stated that the exhaustive workload of work makes difficult the elaboration of new methods and materials for an inclusive practice. On the approaches already used in inclusive education, digital resources were cited. When asked about alternatives to the teaching-learning process of the public SEN support, reduction of the workload and reduction of the number of students in the classroom were the most results for teachers. Questionnaire about a relationship between teachers and supporters / interpreters. Most teachers have stated that they are not helpful in planning and scheduling their classes. When asked about the training courses for their professional career in the Special Education period, most teachers can not fail to comment with the courses. Finally, it is concluded that the subjects offered in the Special Education undergraduate program are insufficient for the future teacher to be able to develop inclusive classes and that exhaustive working days are limiting in the planning of inclusive classes and in the elaboration of didactic materials that will help in the teaching-learning process of students with SEN.