Curriculum adaptation in Science Education: considerations of teachers in inclusive schools

• Autor(a) principal: Bereta, Mônica Silveira
• Data de Publicação: 2021
• Outros Autores: Geller, Marlise
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/63190
• topic: Curriculum adaptation; Science Teaching and Inclusion; Teacher Education.; Adaptación curricular; Enseñanza e inclusión de las ciencias; Formación de profesores.; Adaptação curricular; Ensino de Ciências e Inclusão; Formação de Professores.

Over the last few years, the number of disabled students enrollments, mainly in regular public schools across Brazil, has been increasingly growing. These students' rights are guaranteed by law, and thus, they must have access to school and receive a quality education alongside their classmates. Based on this understanding, the present paper is an excerpt from a Master's dissertation presented to the Postgraduate Program in Teaching of Science and Mathematics at ULBRA, which aimed to reflect on curricular adaptation in Science Teaching, within the perspective of Inclusive Education. The qualitative research proposed a course for Science teachers from the municipality of Gravataí in Southern Brazil, and the data collected from the participants' interactions throughout the course was analyzed, inspired by the premises of the descriptive interpretative analysis. The research indicates that within the proposal of an inclusive school, curricular adaptation is an important strategy to ensure student access to scientific knowledge. However, teachers need to deepen discussions on the subject to make curriculum adjustments.