Uma experiência docente no ensino de biologia para estudantes inclusos em sala de aula regular

Abstract

The search for school inclusion of people with disabilities occurs since Law 4.024 of 1961, which established the National Education Guidelines and Basis, however, at that time, few changes occurred in the education scenario, it was only from the Federal Constitution of 1988 that the scenario of school inclusion begins to change. In the context of the classroom, the inclusion of students with disabilities was evident and nowadays teachers need new teaching strategies, thus, it’s questioned to what extent games and didactic models can contribute to the learning of this audience? With this, the present research had as general objective to identify to what extent the use of games and didactic models in the approach of the content "cell division: mitosis and meiosis", could contribute as potentializers in the learning of two students with intellectual disabilities included in a class regular in the first year of high school, from a public school in Porto União / SC. It was assumed that inclusion is a process that requires on the part of the teacher, the development of strategies that enable the student to build knowledge. The work was developed in stages: The first, observation of students in their classrooms; The second, the elaboration of resources; The third, which occurred the application of the pre-test, didactic resources and post-test; The fourth stage, interviews with the Biology Professor and the Specialized Care Professors. The methodological approach of the research was qualitative of an interpretative nature, with participant observation and didactic interventions, the instruments of data collection used were: notes of observations, Diagnostic test 1 and Diagnostic test 2, answers of the interviews and the notes made along the applications. Moraes' Content Analysis Technique (1999) was used to analyze and evaluate the results, and from it 4 categories were obtained: 1. Interaction; 2. Appropriation of Content; 3. Curricular adaptation and; 4. Initial and Continuous Teacher Training. These categories allowed to reach such results: Didactic resources were able to contribute to the improvement of students' memorization and interaction; The interaction allows students to perform better during classes; The adaptation of the content with the use of resources favors teaching and learning corresponding to the conditions of the students; Educator training is essential and provides a change in pedagogical posture. It’s expected that this work will contribute to discussions about the inclusive process that’s increasingly established in the country, as well as promoting new possibilities of methodological approaches for teaching Biology with the use of games and didactic models as a learning strategy in situations of curricular flexibility for students with intellectual disabilities.