Docência e inclusão escolar de pessoas com deficiência: uma proposta didática para o curso de física licenciatura

Abstract

This research presents the initial training of physics teachers as an investigative target for the development of activities in the light of the principles contained in school inclusion in the perspective of Special Education. Through a qualitative approach, these activities were organized and elaborated from Freire's conceptions in order to investigate and analyze their possible contributions. In addition, they are part of a didactic proposal that was applied and evaluated in the PROINTER III, a subject part of the Physics Licentiate curriculum at the Federal University of Uberlândia, under the methodological conception of participatory research. It was chosen the participant observation as a contribution to bring out the interaction with the students of the subject and the face-to-face contact with the object of study, taking into account both the relevance of the theme and the search for the change from naive curiosity to epistemological curiosity, highlighted by Freire (2015). The mediation made by the professor throughout the development of practices and also the life reports presented by people who deal directly and indirectly with school inclusion process were consubstantial for the collective and cognitive rupture about the theme to happen. These reports just not described the experiences and worldview, but inevitably made the class to express, through dialogues and proposals in questionnaires, the difficulties of the educational inclusion process, as well as the different strategies of reorganization and overcoming difficulties in each condition. In view of the results, it could be concluded that the dynamics carried out in the discipline contributed to the students expanding and diversifying the sources of teaching knowledge in an inclusive perspective.