Ensino de física e educação inclusiva: estudo sobre metodologias utilizadas por professores do ensino médio de Oeiras – PI diante de estudantes com deficiência

Abstract

Inclusive Education is a widely debated topic, increasingly prevalent in contemporary times. Therefore, it is essential to acquire knowledge on how to integrate a student with specific educational needs or disabilities into the regular school environment. However, due to the diversity of disabilities and needs, the relationship between Physics education and inclusive education becomes crucial, a theme that has received little attention in research. Consequently, this study aims to investigate methodologies employed by Physics teachers when dealing with students with disabilities. To achieve this, it is necessary to describe the historical and legal scenario of inclusive education in Brazil, identify theoretical and methodological approaches that underpin the concept of inclusion in the discipline of Physics as used by teachers in basic education, and examine the difficulties encountered by teachers in Physics classes when developing active methodologies for students with disabilities. To gain understanding, the research methodology adopted involves investigating the methodological practices used by Physics teachers in public high schools in Oeiras – PI. In terms of research perspective, it falls within the qualitative approach. The participants in this study, teachers from state and federal education systems, responded to a semi-structured questionnaire during data collection. Through Content Analysis (CA), a method advocated by Bardin (1977; 2010), the hypothesis that the use of active methodologies and Sociointeractionist Theory is fundamental to enriching the educational experience of all students was validated. By providing dynamic learning environments and promoting social interactions, the integral development of students is enhanced, stimulating not only knowledge but also social and emotional skills. Together, these practices empower students to face the challenges of today's society in a more engaged and collaborative manner.