As sequências didáticas na disciplina de Ciências no ensino fundamental: contribuições para práticas pedagógicas inclusivas

Abstract

The Didactic Sequences (DS) comprises a set of activities designed in a detailed and systematic way on how to teach certain content. Thus, the present study aims to analyze how didactic sequences contribute to teaching science to people with specific needs in elementary education. This research is of a basic nature, with a qualitative, descriptive and bibliographic approach of the integrative review type. To collect data, searches were carried out on the platforms Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD), using the Boolean operators AND and OR, the following descriptors: Didactic Sequence, inclusion or inclusive and science. Furthermore, dissertations and theses from 2015 to 2024 were defined as the time frame. To systematize the information, the Prisma flowchart was used to organize the research step by step until reaching the results. After selecting the material, inclusion and exclusion criteria were used. Therefore, eight dissertations were selected for full reading and data analysis by category. Thus, the following specificities were identified in the dissertations: people with and without disabilities; with visual impairment; with hearing impairment or deafness; and with Autism Spectrum Disorder. In these studies, the structure of the didactic sequences was recurrent in three aspects: initial problematization, organization of knowledge, and application of knowledge. Therefore, it is important to highlight that teaching sequences continually contributed to the learning of students with or without disabilities or other comorbidities, in order to provide them with access to quality and equitable education with a view to developing significant scientific skills and knowledge. It is worth highlighting that more publications on teaching sequences and inclusive education are needed, considering other specificities not mentioned in this research.