Experimentação como estratégia didática no ensino de ciências para estudantes com deficiência intelectual: uma proposta de sequência didática

Abstract

The teaching of Natural Sciences for students with intellectual disabilities and who attend Special Education is an emerging field in terms of carrying out studies and research, since there is, to date, no robust theoretical framework regarding the challenges that they face, notably in relation to access to inclusive education. Although the inclusion of these students is a milestone of the current Federal Constitution, it is still far from being celebrated, given the real learning difficulties of individuals who have some type of specific need related to physical or intellectual disability. Regarding intellectual disability (ID), scientific publications on the challenges faced in schools are still considered scarce. Therefore, the objective of the present study is to reflect on the applicability of the process of investigative experimentation in the teaching of Natural Sciences, with an emphasis on Chemistry, for students with ID. Regarding methodology, this study is characterized as qualitative research, using the action research approach. In total, eight Special Education students diagnosed with ID, certified by medical reports (CID F-70), in the Municipal Network of Uberlândia - MG participated in this study. We developed and applied a sequence of experimental activities with 6th year students at the school where we carried out the research. With the help of planning and the adoption of the didactic sequence (SD), described in the body of this work, it is considered that science teaching can be based on pedagogical actions that insert students with ID as active participants in the process of teachinglearning, for example, in the dimension of experimentation, which presented potential for this purpose