Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review

Detalhes bibliográficos
Autor(a) principal: Santos, Leonora Aparecida dos
Data de Publicação: 2021
Outros Autores: Porto, Marcelo Duarte
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/23997
Resumo: In order to meet the needs of an inclusive pedagogical practice in Science Education, this study aims to identify elements of inclusiveness such as curriculum flexibility in science education for students with intellectual disabilities. For this purpose, the bibliographical review of Brazilian scientific productions in articles, course completion work, theses and dissertations published in the last five years is used as research methodology. The analysis of the data obtained evidenced the need for the continuing education of the teacher for the insertion of these elements in his planning, contemplating the use of assistive technologies, playful activities, the CTSA approach that favors the development of critical thinking as well as a basis to discuss the relationships between knowledge and curriculum in an inclusive context.
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spelling Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature reviewElementos de inclusión en la enseñanza de las Ciencias a estudiantes con discapacidad intelectual: una revisión de la literaturaElementos de inclusividade no ensino de Ciências aos estudantes com deficiência intelectual: uma revisão bibliográfica Currículo inclusivoFormación de profesoresEducación regular.Inclusive curriculumTeacher educationRegular education.Currículo inclusivoFormação docenteEnsino regular.In order to meet the needs of an inclusive pedagogical practice in Science Education, this study aims to identify elements of inclusiveness such as curriculum flexibility in science education for students with intellectual disabilities. For this purpose, the bibliographical review of Brazilian scientific productions in articles, course completion work, theses and dissertations published in the last five years is used as research methodology. The analysis of the data obtained evidenced the need for the continuing education of the teacher for the insertion of these elements in his planning, contemplating the use of assistive technologies, playful activities, the CTSA approach that favors the development of critical thinking as well as a basis to discuss the relationships between knowledge and curriculum in an inclusive context.Con el fin de satisfacer las necesidades de una práctica pedagógica inclusiva en la Enseñanza de las Ciencias, este estudio tiene como objetivo identificar elementos de inclusión como la flexibilidad curricular en la enseñanza de las ciencias para estudiantes con discapacidad intelectual. Por tanto, se utiliza como metodología de investigación la revisión bibliográfica de las producciones científicas brasileñas en artículos, trabajos de finalización de curso, tesis y disertaciones publicadas en los últimos cinco años. El análisis de los datos obtenidos evidenció la necesidad de la formación continua de los docentes para incluir estos elementos en su planificación, incluyendo el uso de tecnologías asistenciales, actividades recreativas, el enfoque CTSA que favorece el desarrollo del pensamiento crítico, así como una base para discutir la relaciones entre conocimiento y currículo en el contexto inclusivo.A fim de suprir as necessidades de uma prática pedagógica inclusiva no Ensino de Ciências, neste estudo objetiva-se identificar elementos de inclusividade como a flexibilização curricular no ensino de ciências, para estudantes com deficiência intelectual. Para tanto, utiliza-se como metodologia de pesquisa a revisão bibliográfica das produções científicas brasileiras em artigos, trabalho de conclusão de curso, teses e dissertações publicadas nos últimos cinco anos. A análise dos dados obtidos evidenciou a necessidade da formação continuada do docente para a inserção desses elementos no seu planejamento, contemplando o uso de tecnologias assistivas, atividades lúdicas, o enfoque CTSA que favorece o desenvolvimento do pensamento crítico bem como embasamento para discutir as relações entre conhecimento e currículo no contexto inclusivo.Research, Society and Development2021-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2399710.33448/rsd-v10i17.23997Research, Society and Development; Vol. 10 No. 17; e166101723997Research, Society and Development; Vol. 10 Núm. 17; e166101723997Research, Society and Development; v. 10 n. 17; e1661017239972525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/23997/21459Copyright (c) 2021 Leonora Aparecida dos Santos; Marcelo Duarte Portohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Leonora Aparecida dos Porto, Marcelo Duarte 2022-01-01T11:11:08Zoai:ojs.pkp.sfu.ca:article/23997Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:42:41.504428Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
Elementos de inclusión en la enseñanza de las Ciencias a estudiantes con discapacidad intelectual: una revisión de la literatura
Elementos de inclusividade no ensino de Ciências aos estudantes com deficiência intelectual: uma revisão bibliográfica
title Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
spellingShingle Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
Santos, Leonora Aparecida dos
Currículo inclusivo
Formación de profesores
Educación regular.
Inclusive curriculum
Teacher education
Regular education.
Currículo inclusivo
Formação docente
Ensino regular.
title_short Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
title_full Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
title_fullStr Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
title_full_unstemmed Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
title_sort Elements of inclusiveness in Science teaching to students with intellectual disabilities: a literature review
author Santos, Leonora Aparecida dos
author_facet Santos, Leonora Aparecida dos
Porto, Marcelo Duarte
author_role author
author2 Porto, Marcelo Duarte
author2_role author
dc.contributor.author.fl_str_mv Santos, Leonora Aparecida dos
Porto, Marcelo Duarte
dc.subject.por.fl_str_mv Currículo inclusivo
Formación de profesores
Educación regular.
Inclusive curriculum
Teacher education
Regular education.
Currículo inclusivo
Formação docente
Ensino regular.
topic Currículo inclusivo
Formación de profesores
Educación regular.
Inclusive curriculum
Teacher education
Regular education.
Currículo inclusivo
Formação docente
Ensino regular.
description In order to meet the needs of an inclusive pedagogical practice in Science Education, this study aims to identify elements of inclusiveness such as curriculum flexibility in science education for students with intellectual disabilities. For this purpose, the bibliographical review of Brazilian scientific productions in articles, course completion work, theses and dissertations published in the last five years is used as research methodology. The analysis of the data obtained evidenced the need for the continuing education of the teacher for the insertion of these elements in his planning, contemplating the use of assistive technologies, playful activities, the CTSA approach that favors the development of critical thinking as well as a basis to discuss the relationships between knowledge and curriculum in an inclusive context.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/23997
10.33448/rsd-v10i17.23997
url https://rsdjournal.org/index.php/rsd/article/view/23997
identifier_str_mv 10.33448/rsd-v10i17.23997
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/23997/21459
dc.rights.driver.fl_str_mv Copyright (c) 2021 Leonora Aparecida dos Santos; Marcelo Duarte Porto
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Leonora Aparecida dos Santos; Marcelo Duarte Porto
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 17; e166101723997
Research, Society and Development; Vol. 10 Núm. 17; e166101723997
Research, Society and Development; v. 10 n. 17; e166101723997
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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