Jogos pedagógicos e o ensino de ciências da natureza no contexto da educação inclusiva em uma escola municipal de Valença do Piauí

Abstract

This study aimed to investigate the applicability of pedagogical games as teaching strategies in Natural Sciences teaching within the context of inclusive education in a municipal school in Valença do Piauí, Brazil. The research adopted a qualitative approach with a descriptive and exploratory design. Data were collected through a structured questionnaire applied to seven Natural Sciences teachers working in the final years of elementary education. The data were analyzed using content analysis techniques. The results showed that pedagogical games are widely used by teachers and are considered important tools to make classes more dynamic, interactive, and meaningful, while also promoting student participation in the learning process. It was also observed that these resources contribute to school inclusion, especially when adapted to students’ needs. However, challenges were identified, such as the lack of teaching resources, limited planning time, and large class sizes, which hinder the effective use of these strategies. It is concluded that pedagogical games represent an important active methodology in the teaching of Natural Sciences, contributing to more inclusive and meaningful pedagogical practices when properly planned and adapted to the school context.