Multifunctional resource classroom: Teaching Science in an inclusive perspective

• Autor(a) principal: Vier, Rejane Fernandes da Silva
• Data de Publicação: 2017
• Outros Autores: Silveira, Rosemari Monteiro Castilho Foggiatto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1256
• topic: Ensino de Ciências; Salas de Recursos Multifuncionais; Inclusão Educacional; Science teaching; Multifunctional Resource Classroom (MRC); Educational Inclusion

This scientific article discusses the role of the Multifunctional Resource Classrooms (MRC) in Science education for public-targeted students of special education, into the teachers’ perception, having the goal of promoting a reflection on educational inclusion through science teaching, as well as identifying advances and setbacks in teachers' work on inclusive educational practice. The methodological approach was qualitative and exploratory. For data collection, an interview was conducted with the teachers who work in regular education Science classes for the final years of Elementary School, MRC teachers and the pedagogical team in a state school in the municipality of Ponta Grossa, in the  state of Parana, which offers a specialized educational service program. The results from this study could highlight the possibility of promoting educational inclusion through Science teaching, due to the close relationship between the contents and the students' daily lives. However, the importance of a collective and participatory perspective must be highlighted to promote actual Educational Inclusion in the school environment.