As contribuições das práticas pedagógicas universalistas para a inclusão dos estudantes público-alvo da Educação Especial: percepções de professores de Ciências

Abstract

The Universalist pedagogical practices refer to teaching approaches aimed at ensuring equitable and quality education, taking into account classroom heterogeneity. Given this, the research aims to analyze the perceptions of elementary school science teachers about the aforementioned pedagogical practices, considering their contributions to the inclusion of students targeted by Special Education. In terms of methodology, the approach chosen was qualitative-quantitative, exploratory, and field research conducted in three schools in the urban area of São João do Piauí: Genézia Arraes School Unit; Liberalina Paes Landim Educational Center; Elisa Maria Modesto Amorim Educational Center. For data collection, a questionnaire consisting of seven open-ended questions and seven multiple-choice questions was used, with the participation of 14 teachers. For data analysis, the research was divided into three phases: pre-analysis, exploration of the material, and interpretation of the results. Given this, the results indicate that 100% of the research participants are familiar with and use universalist pedagogical practices. However, there are challenges, such as: the adaptation of teaching materials, the use of assistive technologies, student engagement, and the lack of collaboration among school professionals, as well as the development of policies for the improvement of teachers in the area under study. It is concluded that it is necessary to strengthen continuing in-service training and institutional support for investments in accessible pedagogical resources, as well as institutional time for planning activities in their specificities.