Manual de prática pedagógica inclusiva: estratégias para o ensino de ciências no ensino fundamental II

Abstract

Inclusive education, although ensured by normative frameworks such as the Brazilian Inclusion Law (2015) and the National Common Curricular Base – BNCC (2017), still faces structural, pedagogical, and training-related barriers that limit its effective implementation. These challenges become more critical in the early years of Elementary Education, a stage characterized by a wide diversity of student profiles, especially in Science teaching, where the lack of adapted materials and accessible methodologies hinders full access to the curriculum. This study aimed to develop an Inclusive Pedagogical Practice Manual for Science teaching in the early years of Elementary Education, intended for public school teachers. A qualitative approach was adopted, with an applied nature and exploratory-propositional character. The methodological path comprised five stages: theoretical and legal review; diagnosis of the difficulties faced by teachers; definition of the manual’s structure; development of the content based on Universal Design for Learning (UDL) and active methodologies; and final technical review. The manual presents legal foundations, a model teaching sequence, accessible resources, and assessment strategies, with a focus on practical applicability in real school contexts. The results indicate that the material addresses gaps identified in the literature by providing accessible, coherent, and adaptable pedagogical guidelines. Although it has not yet been implemented in the field, the manual demonstrates high formative potential and may be incorporated into teacher training programs and collaborative pedagogical planning. It is concluded that the manual represents a significant contribution to the promotion of an inclusive, democratic school that is sensitive to differences, and its validation and expansion to other stages of basic education are recommended.