O ensino de ciências da natureza e a inclusão de aluno com TEA : interações possíveis e necessárias com a sala de recursos multifuncionais

Abstract

The inclusive educational process has presented various fields of investigations based on Public Policies, situations experienced in society and in ample literature. Thus, this research is guided by the objective of contributing to the inclusion of students with Autism Spectrum Disorder (ASD) in the teaching of concepts of the Natural Sciences (CN) curricular component, based on an integrative proposal with elements of Assistive Technology (AT). ) present in the Multifunctional Resource Room (SRM), used to develop these students' skills. The research is dedicated to strengthening permanent relationships in the planning of the NC teacher with the SRM teacher in a continuous way, understanding the ways that SRM elements can establish bridges with the common classroom, in NC classes in order to optimize the inclusive learning process of students with ASD, aiming to effect the inclusion process. The research, of an applied nature, has a qualitative approach in the form of a case study to understand the importance of collaborative work between NC and SRM teachers, outlining in the survey of AT elements that can be used in the development of NC activities empirically. Regarding data collection, instruments such as semi-structured interviews, participant and non-participant observations, a logbook and the collective planning of an activity for the development of a didactic unit were used. Data analysis was built with the aid of content analysis. The participants who collaborated with the research were the teachers of the CN curricular component, SRM teachers, a student with ASD and the mother of the student with ASD from a School of the State Education Network, located in the Municipality of Parintins/AM. In this way, the research presents aspects that go beyond questions related to anatomical and physiological characteristics, since the humanist context analyzes particularities of sentimental relationships that arise from dialogues between students and teachers, teachers and professors, student and student, in addition to the family. and school in order to break down barriers in order to achieve inclusion. The research was carried out from September 2019 to April 2021. The results presented show a real relevance of the fruit of collaborative actions, standing out as essential in the period of the covid-19 pandemic, considering its new challenges and results. This investigation culminated in a proposal for a collective planning, thus presenting a collaborative work with an inclusive school design with educational practices aimed at teaching NC, using the AT present in the SRM and methodologies of the AEE.