O ensino de ciências pela percepção de pessoas com deficiência intelectual

Abstract

In order to contribute to teaching practices that embrace classroom diversity, this research aimed to explore the perceptions of individuals with intellectual disability regarding their experiences in science education at school. This qualitative study employed the Life History method, utilizing open interviews complemented by some semi-structured questions about the participants' experiences in science classes. Interviews were conducted remotely with 11 individuals with intellectual disabilities, aged between 17 and 28 years, all of whom attended or were attending mainstream education. Data analysis followed Content Analysis procedures, resulting in three thematic axes. The first axis, "Conceptions and practices in science teaching," includes two categories: "General perception of science education" and "Teaching strategies and teacher performance." The next axis, "Inclusion," encompasses the categories "Pedagogical support" and "Curricular accessibility"; and the third axis, "Science and life," comprises the categories "Relationship between science elements and the student's life" and "The scientist in the students' imagination." Contrary to the stereotype often attributed to individuals with intellectual disabilities, the data revealed that respondents were fully capable of expressing awareness of their own difficulties, providing opinions on the teaching practices best suited to their specific educational needs, and demonstrating critical thinking about their teaching and learning process, including pedagogical practices of their teachers. These characteristics invalidate the stigma of being unable to voice opinions, reflect, and analyze their own lives. Regarding science classes, it was noted, among other points, that participants understand natural processes and phenomena, the importance of practical and experimental lessons adapted to their specific educational needs, and the role of scientific knowledge in their lives. Furthermore, the figure of the teacher was a recurring theme across the thematic axes, highlighting their centrality in the process of inclusion within science education.