Educação especial e ensino de ciências nos anos iniciais do fundamental: desafios e possibilidades

Abstract

Special Education, with regard to rights and duties, pointing out the requirements and obligatory nature of this modality defined by the Law of Guidelines and Bases of Education. However, in practice, throughout the history of Brazilian education, the modality was, for a long time, sidelined, related to processes that excluded rather than generated quality access in regular schools. Adaptations of physical and pedagogical resources are one of the elements necessary to guarantee the access and permanence of students in this modality, as well as providing the same learning opportunities for the curricular contents. In this sense, the present study has as general objective to characterize, through systematic reviews, the panorama of scientific productions on Special Education and Science Teaching in the early years of elementary school; aiming to identify the potential and needs of studies and action in the area. The themes were selected from CAPES journals from the last five years (2017-2021), aiming to enhance Brazilian research. Some themes are: School inclusion, special educational needs and science teaching: some notes; Science teaching from the perspective of inclusive education: the importance of didactic resources adapted in pedagogical practice. In this way, it was possible to analyze that one of the challenges that permeate the teaching of science and special education in the early years of elementary school is how to produce adequate material according to the student's deficiency and content. However, as a potential, there are many resources aimed at visual and hearing impairment. It is worth emphasizing the importance of increasingly inclusive practices to ensure specialized care for each and every student.