Contributions of STS Education to the training of students with disabilities

• Autor(a) principal: Vilela, Jean Louis Landim
• Data de Publicação: 2023
• Outros Autores: de Araújo, Mauro Sérgio Teixeira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v15i1.32213

Connecting school content with the reality of students, valuing contextualized approaches, can allow them to expand their view of the world and make the right decisions more easily. Students who need more attention during classes, whether due to intellectual, motor or psychic difficulties, find support in CTS Education so that they can better understand the world in which they live. Given this scenario, the objective of this work is to help high school students who have some type of disability to understand contents of subjects that involve Natural Sciences. The activity proposed to the students was developed in a public school in the state of Minas Gerais, involving a sustainable competition in which the classes were divided into teams that contained students with ADHD, autism, dyscalculia and dyslexia. Each team had a mentor teacher and the activities were planned to be developed over three months. From a total of six proposed activities, this work emphasizes three of them, that is, the suspended vegetable garden, Reduction of water and energy consumption in homes and the separation of paper for recycling. There was considerable involvement of students in the activities carried out and a clear change in posture during classes, with greater participation and interaction of students with some type of disability. It was also verified that activities based on STS Education favored the development of students with disabilities, the understanding of S-T-S relationships, in addition to stimulatingthe involvement and relationship of these students with their colleagues and teachers.