Múltiplas percepções do ensino de ciências e biologia para estudantes com deficiência no contexto da EJA: vivências no programa residência pedagógica

Abstract

The main objective of the present research involves analyzing multiple perceptions of subjects involved in the teaching-learning process of students with disabilities in cycles III, IV, and V of Professor Antônia Rangel de Farias School, more precisely the aspects surrounding the subjects of science and biology. These subjects, in turn, are the family members responsible for students with special educational needs (SEN), the science and biology teacher of the classes, and the teacher responsible for Specialized Educational Assistance (SEA) at the school. In addition, participants in this research also include undergraduates from the Biological Sciences program working in the Pedagogical Residency Program (PRP) and the Institutional Program for the Initiation of Teaching Scholarships (PIBID) at Campus I of the Federal University of Paraíba (UFPB), with the aim of broadening the discussion on the training of Biological Sciences teachers to work with SEN in Adult and Youth Education (AYE). Therefore, this research evaluates how the training and curriculum development of the Biological Sciences course should be based on the knowledge necessary to work in the Adult and Youth Education (AYE) modality, specifically with the target audience of special education (SEN) students enrolled in this modality. The research is qualitative and descriptive in nature, with the data collection method being semi-structured interviews with direct transcription, and data interpretation occurring through the method of Discursive Textual Analysis (DTA). The results obtained revealed that the undergraduates do not feel prepared to work with SEN in AYE, as they showed dissatisfaction with the current curriculum of the course and the preparation they received. On the other hand, they indicated that the PRP and PIBID programs contribute to providing security in classroom teaching in the face of existing diversity. The SEA teacher and the science and biology teacher revealed pertinent information regarding the pedagogical demands of students, such as the specificities and the need to adapt pedagogical strategies to the pace and preference of each student in order to dialogue with individual potentials. Additionally, they discussed the relevance of continuous teacher training, as well as the importance of bridging the gap between theory learned in university and school reality during initial training. The presence of family members in the educational process highlighted the merit of the actions taken at the school, beyond the construction of specific subject knowledge, due to the contributions indicated for the socialization of students through activities developed during science and biology classes. For this reason, the research concluded that the understanding of teaching science and biology to SEN in AYE is complex and requires an approach integrated with the multiple perceptions of subjects involved in the educational process of SEN, ranging from the knowledge acquired throughout the course to specific subjects and the particularities of the students.